Literacy Playbook

CONTENTS

MAINE

OVERVIEW

LITERACY

ADMINISTRATORS

PLAYBOOK

EDUCATORS

Building a Culture of Literacy Across Maine Schools

SPECIALISTS

COMMUNITY PARTNERS

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LITERACY PLAYBOOK

SPECIALISTS

EDUCATOR

OVERVIEW

RESOURCE HUB

COMMUNITY PARTNERS

ADMINISTRATOR

Literacy Message

Early Elementary: (Grades PK–3)

Understanding Literacy Vision

Defining the Why

Set the Vision

Resource Hub

Planning for Professional Learning

How to Use This Playbook

Upper Elementary: (Grades 3-5)

Literacy Hub

Build the Engine

How to Support Literacy at Home

Understand Current Reality

Middle Level: (Early Adolescence Grades 6-8)

Creating a Culture of Literacy

Literacy Playbook Download

Supporting Instructional Planning

Interdiciplinary Learning Materials

Sustain & Grow the Work

Coaching and Observing Tools

Explore by Role

High School: (Adolescence Grades 9- Diploma)

Integrated Content Specialist

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Have Questions? Contact: Kathy Bertini, kathy.bertini@maine.gov

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LITERACY PLAYBOOK

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SPECIALISTS

EDUCATOR

OVERVIEW

RESOURCE HUB

COMMUNITY PARTNERS

ADMINISTRATOR

Literacy Message

Early Elementary: (Grades PK–3)

Understanding Literacy Vision

Defining the Why

Set the Vision

Resource Hub

Planning for Professional Learning

How to Use This Playbook

Upper Elementary: (Grades 3-5)

Literacy Hub

Build the Engine

How to Support Literacy at Home

Understand Current Reality

Middle Level: (Early Adolescence Grades 6-8)

Creating a Culture of Literacy

Literacy Playbook Download

Supporting Instructional Planning

Interdiciplinary Learning Materials

Sustain & Grow the Work

Coaching and Observing Tools

Explore by Role

High School: (Adolescence Grades 9- Diploma)

Integrated Content Specialist

Not sure where to start? Click here!

Next

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Have Questions? Contact: Kathy Bertini, kathy.bertini@maine.gov

Literacy for all is a shared responsibility. It requires a shared commitment from leaders, educators, interventionists and specialists, families, and the local and global community. It connects us to a broader set of skills, including digital skills, media literacy, education for sustainable development, global citizenship, and job-specific skills. Inherent in literacy ... is language.

OVERVIEW

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Culture, history, relationships, and place shape language. In Maine, literacy instruction is informed by both research-based language development frameworks.

Students bring linguistic, cultural, and experiential assets that strengthen literacy learning for all. These assets include home languages, dialects, oral traditions, storytelling practices, and community ways of making meaning. Language development is not the responsibility of a single program or specialist; it is a shared instructional commitment across PK–12 systems and learning communities.

Literacy Message

How to Use This Playbook

This playbook is designed to support shared understanding and action. Designated icons are used throughout to guide your experience and help you easily navigate roles, strategies, and resources that support strong literacy outcomes for every learner.

Creating a Culture of Literacy

Engage with the Literacy Playbook in a role-responsive manner, using the guidance and tools most aligned to your responsibilities to inform decision-making and instructional practice. Adapt and apply the resources flexibly, ensuring they meet the needs of your context while contributing to a coherent, system-wide approach to literacy.

Explore by your Role

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How to Use This Playbook

OVERVIEW

This playbook is designed to be a practical, easy-to-navigate companion as your school or district works to strengthen literacy instruction in alignment with Maine’s State Literacy Action Plan. It brings together tools, templates, guidance, and opportunities for reflection that help teams build coherent, sustainable systems for high-quality literacy teaching and learning.

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1. Start With Your Team

Literacy Message

2. Understand the Framework

How to Use This Playbook

3. Use the Tools for Planning and Implementation

4. Embed Evidence-Based Practices

Creating a Culture of Literacy

5. Build a Cycle of Continuous Improvement

Explore by your Role

6. Leverage DOE Supports

7. Adapt to Your Context

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Creating a Culture of Literacy

Literacy is so much more than teaching students to decode text—it is about weaving reading, writing, and critical communication into the very fabric of a student’s way of being. When schools cultivate environments where books, language, and meaningful communication are visible, celebrated, and accessible to all students and adults, reading and writing shift from isolated classroom tasks to powerful tools for understanding the world, building knowledge, and expressing ideas across disciplines and contexts. Such a culture does more than improve test scores; it nurtures curiosity, fosters collaboration among teachers and learners, and embeds literacy in every corner of school life, making it part of the school community's identity and a foundation for success in school and beyond.

OVERVIEW

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Publicly Celebrate Reading

Literacy is a Language not Just a Skill

Celebrate ALL Reading

Anchor Writing in Authentic Ways

Library Focus Across Content

Literacy Message

How to Use This Playbook

• Create opportunities for writing to varied audiences: letters to authors of a favorite book, a thank you to a staff member who helped them, interviews with members of the community....
• Publish student works in the school newsletter or the school library, complete with a catalogue label

• Students and Teachers post “What I’m Reading” lists outside the classroom
• Include everyone in the school - cafeteria workers can post in the dining area, custodial workers in the hall...
• Feature a Recommended Read from a student, teacher, or staff on morning announcements

• Highlight the collection of the school library, feature new arrivals and overlooked books
• Encourage classroom teachers to collaborate with the Librarian on class projects
• Hold a “Library Card Drive” at school with the local community library
• Post public library events in the halls of the school

• Create book groups and practice engaged discussion
• Invite community members to be “Celebrity Readers” in class, have students prepare questions for your guest as well
• Leave literacy-themed discussion prompts on tables at lunch time on special days

• Be sure to include more than just great books - celebrate magazine articles, newspaper pieces, audiobooks, “how-to” guides, the rules to a new game... all the ways literacy helps us

Creating a Culture of Literacy

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Ideas to Promote a Culture of Literacy

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Exploring the Playbook by your Role

OVERVIEW

The roles below enable participants to effectively use targeted resources within their specific role by providing interactive, adaptable activities that align with curriculum goals and learner needs. It supports the intentional selection and modification of resources to enhance engagement, differentiate instruction, and strengthen students’ literacy understanding.

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Community Partners

Specialists

Administrator

Educators

Numeracy Message

School Principals, Assistant Principals, Curriculum Coordinators, Special Education Coordinators, Superintendents, Assistant Superintendents.

Elementary Classroom Teachers (PK–5). Middle School Teachers (6-8). High School Teachers (9–12) Integrated Content Specialists

Literacy Specialist, Instructional Coaches, MTSS/Invention Specialists, Special Education Specialists, ELL Specialists

Community Partner Pathway: Family Members/Caregiver, Community Organization Leaders, After-School Program Coordinators, Business Partners, Community Volunteers

How to Use This Playbook

A step-by-step pathway to help administrators lead coherent, sustainable literacy growth using the MDOE Literacy Playbook

This pathway is practice -focused- it equips specialists and coaches with the tools to plan, support and refine instruction.

This pathway equips educators with tools to teach, reflect, differentiate, and respond to data.

This pathway focuses on making literacy visible, practical, and connected to everyday life.

Creating a Culture of Literacy

Instructional Alignment Tools, Instructional Design & Practice Tools, Reflection, Observation & Improvement Tools, Differentiation & Data-Driven Instruction Tools

Professional Learning Tools, Instructional Planning and Design Tools, Instructional Practice and Representation Tools, Family Engagement Tools

Everyday Literacy Integration Tools, Family Engagement and Mindset Tools, Community Connections & Real-World Application Tools, Communication Tools

Planning Tools: Teams & System-Building Tools, Instructional & Observational Tools, Data & Continuous Improvement Tool

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LITERACY PLAYBOOK

You Are Here

SPECIALISTS

EDUCATOR

RESOURCE HUB

COMMUNITY PARTNERS

OVERVIEW

ADMINISTRATOR

Literacy Message

Early Elementary: (Grades PK–3)

Understanding Literacy Vision

Defining the Why

Set the Vision

Resource Hub

Planning for Professional Learning

How to Use This Playbook

Upper Elementary: (Grades 3-5)

Literacy Hub

Build the Engine

How to Support Literacy at Home

Understand Current Reality

Middle Level: (Early Adolescence Grades 6-8)

Creating a Culture of Literacy

Literacy Playbook Download

Supporting Instructional Planning

Interdiciplinary Learning Materials

Sustain & Grow the Work

Coaching and Observing Tools

Explore by Role

High School: (Adolescence Grades 9- Diploma)

Integrated Content Specialist

Not sure where to start? Click here!

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Have Questions? Contact: Kathy Bertini, kathy.bertini@maine.gov

VISION

ADMINISTRATORS

Every child in Maine becomes a confident, capable reader through high-quality, evidence-based literacy instruction delivered by well-prepared educators, supported by families and communities, and aligned with statewide goals.

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Set the Vision

Guiding Principles

• Literacy is a fundamental right and the cornerstone of all learning.
• All educators should be trained and supported to deliver evidence-based literacy instruction.
• Literacy learning begins at birth and must be supported at home, in school, and in communities.
• Families and caregivers are critical partners in fostering literacy development.
• Effective literacy instruction must be grounded in the science of learning and responsive to student needs.

Build the Engine

Understand Current Reality

Sustain & Grow the Work

Maine State Literacy Action Plan

Shared Vision of Literacy

Policy Review Templates

Budget Alignment Templates

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BUILD THE ENGINE

ADMINISTRATORS

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Literacy Leadership Team (LLT)

MTSS/I-MTSS

MTSS/I-MTSS is included in the administrator pathway because it provides the system-level structure for ensuring all students receive the right level of literacy support through coordinated, data-driven tiers of instruction and intervention.

The Literacy Leadership Team is included in the administrator pathway because it provides a structured, collaborative system for distributing leadership, aligning efforts, and sustaining coherent improvement in literacy across the school.

Set the Vision

I-MTSS Templates

Systems for Literacy Success

This template provides administrators with a framework for coordinating instruction, assessment, and intervention so schools can systematically respond to students’ literacy needs.

Use this tool to ensure literacy instruction is intentionally focused on student development

Build the Engine

Use Data for MTSS/I-MTSS Decisions

Literacy Team Rosters, Roles and Agendas Template

Using data for decision-making is a critical practice in which educators analyze multiple sources of evidence to make informed instructional choices that support student learning and continuous improvement.

Understand Current Reality

Team Protocols Administrators play a key role in ensuring that instruction, assessment, and intervention function as a coordinated system that supports every student’s literacy development.

Sustainable literacy growth requires intentional leadership structures—not isolated effort.

Literacy Leadership Jigsaw

Sustain & Grow the Work

This Jigsaw protocol helps administrators structure collaborative professional learning by distributing expertise across staff teams, allowing educators to collectively analyze literacy practices and share responsibility for implementation

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UNDERSTAND CURRENT REALITY

ADMINISTRATORS

Reality: Teaching, Learning & Culture

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Evidence Based Literacy Practices

Evidence Rating Alignment

These effective teaching practices help administrators gain an accurate picture of current literacy instruction by surfacing classroom realities, identifying strengths and gaps, and informing responsive leadership decisions.

This instructional template focuses on assessing routines that support consistent, high-quality literacy instruction across classrooms and grade levels.

Set the Vision

Literacy Data Usage

Non-Evaluative Walkthroughs

Understanding the different types of literacy data—and their intended purposes—enables educators and leaders to make informed, aligned decisions that strengthen instruction, guide I-MTSS practices, and improve system-wide outcomes

The walkthrough templates provide administrators with non-evaluative tools to gather instructional insights, helping them understand current literacy practices and use that information to support data-informed decision making and continuous improvement.

Build the Engine

Walkthrough Forms

A walkthrough form is a short, focused tool that helps leaders, coaches, and literacy teams observe instructional practices in real time. Unlike formal evaluations, walkthroughs are meant to be low-stakes and supportive—they offer a quick snapshot of what students are doing, what the teacher is doing, and how well classroom practices align with evidence-based literacy instruction and schoolwide goals.

Literacy Learning Development

Understand Current Reality

Learning progressions and supporting documents help administrators understand how literacy understanding develops over time, enabling them to support coherent instruction, identify learning gaps, and align schoolwide literacy efforts with the Maine DOE Literacy Action Plan.

Culturally Responsive Teaching

Sustain & Grow the Work

Before improving literacy, we must clearly see how it currently lives in classrooms.

The CRT chart helps administrators identify what culturally responsive literacy practices are—and what they are not—so they can ensure instruction meaningfully supports and reflects the strengths and needs of all students.

We improve what we can see. Observation should reduce fear and increase clarity.

Instructional Routines

This instructional template focuses on assessing routines that support consistent, high-quality literacy instruction across classrooms and grade levels.

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Sustain and Grow the Work

ADMINISTRATORS

If we can’t see progress, we can’t improve. This section provides guidance on selecting assessments, using data meaningfully, and employing improvement cycles without overwhelming teachers.

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This section provides guidance and tools to help schools and districts use data and assessment purposefully to strengthen literacy instruction and improve outcomes for all students. Use it to build shared understanding of assessment types, data sources, and decision-making processes, and to reflect on how data are collected, analyzed, and applied across instructional contexts.

1. Identify the assessments and data sources currently in use and clarify their intended purposes.
2. Examine how data inform classroom instruction, I-MTSS practices, and system-level decisions.
3. Use the tools, examples, and reflection prompts in this section to support collaborative data analysis and informed instructional adjustments.
4. Revisit this section regularly to reflect on practices, monitor impact, and refine approaches.

Set the Vision

Build the Engine

Understand Current Reality

Sustain & Grow the Work

Formative Assessment Strategies for Literacy Across the Curriculum

Continuous Literacy Improvement Cycle

Essential Questions

Types of Literacy Data

Across and Within Content Areas

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This guide is designed so you can:

• Enter where you need to,
• Stop/Break when you want to, and,
• Return as many times as you'd like.

Alternatively, you can navigate this guide page by page using the "Next" and "Back" buttons. For more information on how to navigate this toolkit, click on Pip.

LITERACY PLAYBOOK

You Are Here

SPECIALISTS

EDUCATOR

RESOURCE HUB

COMMUNITY PARTNERS

OVERVIEW

ADMINISTRATOR

Literacy Message

Early Elementary: (Grades PK–3)

Understanding Literacy Vision

Defining the Why

Set the Vision

Resource Hub

Planning for Professional Learning

How to Use This Playbook

Upper Elementary: (Grades 3-5)

Literacy Hub

Build the Engine

How to Support Literacy at Home

Understand Current Reality

Middle Level: (Early Adolescence Grades 6-8)

Creating a Culture of Literacy

Literacy Playbook Download

Supporting Instructional Planning

Interdiciplinary Learning Materials

Sustain & Grow the Work

Coaching and Observing Tools

Explore by Role

High School: (Adolescence Grades 9- Diploma)

Integrated Content Specialist

Not sure where to start? Click here!

Next

Have Questions? Contact: Kathy Bertini, kathy.bertini@maine.gov

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EARLY ELEMENTARY (Pre-K-3)

EDUCATOR

Effective early-elementary literacy instruction, aligned with the Maine State Literacy Plan, is essential to ensuring that all Maine students develop the foundational skills, confidence, and joy needed to become lifelong readers and writers.

Understanding Literacy Development

Applying Literacy Skills

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Elementary Literacy Strategies and Resources

Early Literacy Foundational Skills & Interdisciplinary Literacy

Core Tenets Pre-K–3

Systematic and Explicit Instructional Practices for Early Elementary

Elementary Level: (Childhood Grades Pre-K–3)

Essential Literacy Terminology for Early Learners

Cortex in the Classroom

Upper Elementary Level: (Childhood Grades 3-5)

Early Learning for ME Instructional Programming

Active View of Reading

I-MTSS/MTSS Resources

Scarborough’s Reading Rope

Middle Level: (Early Adolescence Grades 6-8)

Interdisciplinary & Real-World Literacy

The Writing Rope

Language Development, WIDA Informed

High School: (Adolescence Grades 9-Diploma)

Literacy Assessment Data Types

Family and Home Literacy Connections

Literacy Formative Assessment

Integrated Content Specialist

The Fundamental Role of Joy

Culturally Responsive Practices

Celebrate Reading & Writing

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EDUCATOR

WRITING

Language Development, WIDA Informed

BACKGROUND KNOWLEDGE

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PHONOLOGICAL/PHONEMIC AWARENESS

COMPREHENSION

Essential Literacy Terminology for Early Learners

Elementary Level: (Childhood Grades Pre-K–3)

Upper Elementary Level: (Childhood Grades 3-5)

ORAL LANGUAGE

Middle Level: (Early Adolescence Grades 6-8)

FLUENCY

High School: (Adolescence Grades 9-Diploma)

VOCABULARY

PHONICS

Integrated Content Specialist

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Interdisciplinary & Real World Literacy

EDUCATOR

Literacy extends beyond language arts. This section supports educators in weaving literacy thinking into all disciplines, fostering authentic, real-world problem-solving and meaningful student engagement.

Literacy in Art

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Literacy in Wabanaki Studies

Literacy in Music

Elementary Level: (Childhood Grades Pre-K–3)

Upper Elementary Level: (Childhood Grades 3-5)

Literacy in Science

Literacy in Mathematics/Numeracy

Literacy at Work

Middle Level: (Early Adolescence Grades 6-8)

Literacy in Social Studies/History

High School: (Adolescence Grades 9-Diploma)

Literacy in Life

Literacy in Physical Education

Integrated Content Specialist

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Celebrating Reading & Writing

EDUCATOR

Celebrate All Reading

Why This is Important

Just as every tool in a toolbox has a purpose, every type of reading contributes to how learners build knowledge, fluency, and meaning. Whether it’s a paperback novel, a digital article, a graphic novel, or an audiobook, every act of reading strengthens literacy. When we broaden our understanding of what “counts” as reading, we honor the diverse ways learners engage with text across formats, contexts, and purposes. By valuing the full range of reading experiences, we help every learner see themselves as a reader and recognize literacy as a flexible, powerful resource for learning and life.

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Elementary Level: (Childhood Grades Pre-K–3)

Book Lists

Upper Elementary Level: (Childhood Grades 3-5)

Graphic Novels

Magazines

Posts

Books

Recipes

Middle Level: (Early Adolescence Grades 6-8)

Celebrations

High School: (Adolescence Grades 9-Diploma)

Cereal Boxes

Game Instructions

Fan Fiction

Poetry

Blogs

Book Clubs

Integrated Content Specialist

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UPPER ELEMENTARY (3-5)

EDUCATOR

As students transition from early elementary to upper elementary grades, they move from developing foundational reading skills to extending those skills and their application to deepen understanding of increasingly complex texts. In the upper elementary grades, the expectation that students must integrate knowledge across content areas and build a robust vocabulary steadily increases

Applying Literacy Skills

Understanding Literacy Development

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Core Instructional Practices for Comprehension and Vocabulary Development

Core Tenets 3-5

Elementary Level: (Childhood Grades Pre-K–3)

High-Leverage Literacy Learning Routines

Active View of Reading

Systematic and Explicit Instructional Practices

Scarborough’s Reading Rope

Family and Home Literacy Connections

Upper Elementary Level: (Childhood Grades 3-5)

I-MTSS/MTSS Resources

The Writing Rope

Middle Level: (Early Adolescence Grades 6-8)

Interdisciplinary & Real-World Literacy

Essential Literacy Content for Upper Elementary Development

Language Development, WIDA Informed

High School: (Adolescence Grades 9-Diploma)

Literacy Assessment Data Types

Literacy Formative Assessment

Integrated Content Specialist

Culturally Responsive Practices

The Fundamental Role of Joy

Celebrate Reading & Writing

Next

BACK

Interdisciplinary & Real World Literacy

EDUCATOR

Literacy extends beyond language arts. This section supports educators in weaving literacy thinking into all disciplines, fostering authentic, real-world problem-solving and meaningful student engagement.

Literacy in Art

Return to Educator Main Menu

Literacy in Wabanaki Studies

Literacy in Music

Elementary Level: (Childhood Grades Pre-K–3)

Upper Elementary Level: (Childhood Grades 3-5)

Literacy in Science

Literacy in Mathematics/Numeracy

Literacy at Work

Middle Level: (Early Adolescence Grades 6-8)

Literacy in Social Studies/History

High School: (Adolescence Grades 9-Diploma)

Literacy in Life

Literacy in Physical Education

Integrated Content Specialist

Next

BACK

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Celebrating Reading & Writing

EDUCATOR

Celebrate All Reading

Why This is Important

Just as every tool in a toolbox has a purpose, every type of reading contributes to how learners build knowledge, fluency, and meaning. Whether it’s a paperback novel, a digital article, a graphic novel, or an audiobook, every act of reading strengthens literacy. When we broaden our understanding of what “counts” as reading, we honor the diverse ways learners engage with text across formats, contexts, and purposes. By valuing the full range of reading experiences, we help every learner see themselves as a reader and recognize literacy as a flexible, powerful resource for learning and life.

Return to Educator Main Menu

Elementary Level: (Childhood Grades Pre-K–3)

Book Lists

Upper Elementary Level: (Childhood Grades 3-5)

Graphic Novels

Magazines

Posts

Books

Recipes

Middle Level: (Early Adolescence Grades 6-8)

Celebrations

High School: (Adolescence Grades 9-Diploma)

Cereal Boxes

Game Instructions

Fan Fiction

Poetry

Blogs

Book Clubs

Integrated Content Specialist

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BACK

Middle Level(6-8)

MIDDLE LEVEL (GRADES 6-8)

EDUCATOR

As students move into middle school, literacy demands expand across all content areas. Middle Schoolers are expected to read, write, speak, and think critically with increasingly complex, discipline-specific texts while building knowledge and vocabulary

Applying Literacy Skills

Understanding Literacy Development

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Strategies for Literacy Support

Core Tenets (Grades 6-8)

Elementary Level: (Childhood Grades Pre-K–3)

High-Leverage Literacy Learning Routines

Active View of Reading

Essential Literacy Application for Middle School

Understanding Literacy Development

Upper Elementary Level: (Childhood Grades 3-5)

Middle Level Literacy Strategies and Resources

Scarborough’s Reading Rope

Interdisciplinary & Real-World Literacy

The Writing Rope

Middle Level: (Early Adolescence Grades 6-8)

Essential Literacy Content for Secondary Development

Middle School Instructional Practices that Drive Literacy

Building and Activating Schema

High School: (Adolescence Grades 9-Diploma)

Writing Development in Middle School Classrooms

Improving Fluency

Explicit Speaking and Listening Strategies

Systems, Supports, and Inclusive Practices

Literacy Formative Assessment

Integrated Content Specialist

Literacy Assessment Data Types

Family and Home Literacy Connections

Next

BACK

Interdisciplinary & Real World Literacy

EDUCATOR

Literacy extends beyond language arts. This section supports educators in weaving literacy thinking into all disciplines, fostering authentic, real-world problem-solving and meaningful student engagement.

Literacy in Art

Return to Educator Main Menu

Literacy in Wabanaki Studies

Literacy in Music

Elementary Level: (Childhood Grades Pre-K–3)

Upper Elementary Level: (Childhood Grades 3-5)

Literacy in Science

Literacy in Mathematics/Numeracy

Literacy at Work

Middle Level: (Early Adolescence Grades 6-8)

Literacy in Social Studies/History

High School: (Adolescence Grades 9-Diploma)

Literacy in Life

Literacy in Physical Education

Integrated Content Specialist

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BACK

Systems, Supports, and Inclusive Practices

EDUCATOR

Ensures literacy instruction is responsive to students’ identities, languages, and experiences so all learners can access and engage in meaningful ways.

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Secondary Literacy Profile

Elementary Level: (Childhood Grades Pre-K–3)

I-MTSS Framework & Worksheets

Language Development, WIDA Informed

Upper Elementary Level: (Childhood Grades 3-5)

Language Acquisition for Multilingual Learners

Middle Level: (Early Adolescence Grades 6-8)

Literacy Strategy Notecatcher

High School: (Adolescence Grades 9-Diploma)

Culturally Responsive Practices

Integrated Content Specialist

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Writing Development in Middle School Classrooms

EDUCATOR

Defines the types of writing students must master and the instructional practices that support clear, purposeful writing across content areas.

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Evidence-Based Writing Instruction

Elementary Level: (Childhood Grades Pre-K–3)

Evidence-Based Instructional Moves for Middle School Writing

Upper Elementary Level: (Childhood Grades 3-5)

Authentic Writing

Three Types of Writing

Middle Level: (Early Adolescence Grades 6-8)

High School: (Adolescence Grades 9-Diploma)

Informative/ Explantory

Argumentative

Narrative

Integrated Content Specialist

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High School (9-Diploma)

MIDDLE LEVEL (GRADES 6-8)

EDUCATOR

As students move into high school, literacy demands expand across all content areas. High School students are expected to read, write, speak, and think critically with increasingly complex, discipline-specific texts while building knowledge and vocabulary

Applying Literacy Skills

Understanding Literacy Development

Return to Educator Main Menu

Strategies for Literacy Support

Core Tenets (Grades 9-Diploma)

Elementary Level: (Childhood Grades Pre-K–3)

High-Leverage Literacy Learning Routines

Active View of Reading

Essential Literacy Application for High School

Understanding Literacy Development

Upper Elementary Level: (Childhood Grades 3-5)

High School Literacy Strategies and Resources

Scarborough’s Reading Rope

The Writing Rope

Interdisciplinary & Real-World Literacy

Middle Level: (Early Adolescence Grades 6-8)

Essential Literacy Content for Secondary Development

High School Instructional Practices that Drive Literacy

Building and Activating Schema

High School: (Adolescence Grades 9-Diploma)

Writing Development in High School Classrooms

Improving Fluency

Explicit Speaking and Listening Strategies

Systems, Supports, and Inclusive Practices

Literacy Formative Assessment

Integrated Content Specialist

Family and Home Literacy Connections

Literacy Assessment Data Types

Next

BACK

Interdisciplinary & Real World Literacy

EDUCATOR

Literacy extends beyond language arts. This section supports educators in weaving literacy thinking into all disciplines, fostering authentic, real-world problem-solving and meaningful student engagement.

Literacy in Art

Return to Educator Main Menu

Literacy in Wabanaki Studies

Literacy in Music

Elementary Level: (Childhood Grades Pre-K–3)

Upper Elementary Level: (Childhood Grades 3-5)

Literacy in Science

Literacy in Mathematics/Numeracy

Literacy at Work

Middle Level: (Early Adolescence Grades 6-8)

Literacy in Social Studies/History

High School: (Adolescence Grades 9-Diploma)

Literacy in Life

Literacy in Physical Education

Integrated Content Specialist

Next

BACK

Systems, Supports, and Inclusive Practices

EDUCATOR

Ensures literacy instruction is responsive to students’ identities, languages, and experiences so all learners can access and engage in meaningful ways.

Return to Educator Main Menu

Secondary Literacy Profile

Elementary Level: (Childhood Grades Pre-K–3)

I-MTSS Framework & Worksheets

Language Development, WIDA Informed

Upper Elementary Level: (Childhood Grades 3-5)

Language Acquisition for Multilingual Learners

Middle Level: (Early Adolescence Grades 6-8)

Literacy Strategy Notecatcher

High School: (Adolescence Grades 9-Diploma)

Culturally Responsive Practices

Integrated Content Specialist

BACK

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Writing Development in Middle School Classrooms

EDUCATOR

Defines the types of writing students must master and the instructional practices that support clear, purposeful writing across content areas.

Return to Educator Main Menu

Evidence-Based Writing Instruction

Elementary Level: (Childhood Grades Pre-K–3)

Evidence-Based Instructional Moves for Secondary Writing

Upper Elementary Level: (Childhood Grades 3-5)

Authentic Writing

Three Types of Writing

Middle Level: (Early Adolescence Grades 6-8)

High School: (Adolescence Grades 9-Diploma)

Informative/ Explantory

Argumentative

Narrative

Integrated Content Specialist

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Integrated Content Specialist

MIDDLE LEVEL (GRADES 6-8)

EDUCATOR

As students transition from early elementary to upper elementary grades, they move from developing foundational reading skills to extending those skills and their application to deepen understanding of increasingly complex texts. In the upper elementary grades, the expectation that students must integrate knowledge across content areas and build a robust vocabulary steadily increases

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Applying Integrated Literacy

Understanding Integrated Literacy

Interdisciplinary Instruction Connections

Elementary Level: (Childhood Grades Pre-K–3)

Literacy extends beyond language arts. This section supports educators in weaving literacy thinking into all disciplines, fostering authentic, real-world problem-solving and meaningful student engagement.

Understanding the Literacy Vision

All educators share responsibility for literacy because it underpins learning in every subject; understanding the shared vision ensures consistent, effective support for all students.

Upper Elementary Level: (Childhood Grades 3-5)

High Leverage Integrated Literacy Routines

High-leverage literacy routines provide consistent structures for reading, writing, speaking, and vocabulary that deepen understanding and support all learners across content areas.

Literacy is a Universal Practice

Middle Level: (Early Adolescence Grades 6-8)

Every school and district begins from a different place. Use the playbook flexibly—adapt examples, personalize templates, and integrate tools into your existing systems.

Integrated Literacy Schema

This offers a framework for building an integrated literacy schema across content areas.

High School: (Adolescence Grades 9-Diploma)

Integrated Matrix Tool

The playbook provides an integrated literacy matrix tool that illustrates connections between explicit literacy instruction and other content areas.”

Occupational Literacy Templates

The Occupational Literacy Competencies templates support students and educators in understanding the purpose and application of literacy skills beyond school while helping educators design meaningful, relevant learning experiences tied to future readiness.

Integrated Content Specialist

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Literacy is a Universal Practice

EDUCATOR

Builds a shared understanding of literacy by highlighting the interconnected skills students need to read, write, and make meaning across disciplines.

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Core Tenets (Grades Pre-K-3 )

Elementary Level: (Childhood Grades Pre-K–3)

Core Tenets (Grades 3-5)

Core Tenants (6-12)

Upper Elementary Level: (Childhood Grades 3-5)

The Writing Rope

Middle Level: (Early Adolescence Grades 6-8)

Scarborough’s Reading Rope

High School: (Adolescence Grades 9-Diploma)

Active View of Reading

Integrated Content Specialist

Interdisciplinary Literacy

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VISION

EDUCATOR

Every child in Maine becomes a confident, capable reader through high-quality, evidence-based literacy instruction delivered by well-prepared educators, supported by families and communities, and aligned with statewide goals.

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Elementary Level: (Childhood Grades Pre-K–3)

Guiding Principles

• Literacy is a fundamental right and the cornerstone of all learning.
• All educators should be trained and supported to deliver evidence-based literacy instruction.
• Literacy learning begins at birth and must be supported at home, in school, and in communities.
• Families and caregivers are critical partners in fostering literacy development.
• Effective literacy instruction must be grounded in the science of learning and responsive to student needs.

Upper Elementary Level: (Childhood Grades 3-5)

Middle Level: (Early Adolescence Grades 6-8)

High School: (Adolescence Grades 9-Diploma)

Maine State Literacy Action Plan

Shared Vision of Literacy

Integrated Content Specialist

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Interdisciplinary & Real World Literacy

EDUCATOR

Literacy extends beyond language arts. This section supports educators in weaving literacy thinking into all disciplines, fostering authentic, real-world problem-solving and meaningful student engagement.

Literacy in Art

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Literacy in Wabanaki Studies

Literacy in Music

Elementary Level: (Childhood Grades Pre-K–3)

Upper Elementary Level: (Childhood Grades 3-5)

Literacy in Science

Literacy in Mathematics/Numeracy

Literacy at Work

Middle Level: (Early Adolescence Grades 6-8)

Literacy in Social Studies/History

High School: (Adolescence Grades 9-Diploma)

Literacy in Life

Literacy in Physical Education

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Literacy Message

Early Elementary: (Grades PK–3)

Understanding Literacy Vision

Defining the Why

Set the Vision

Resource Hub

Planning for Professional Learning

How to Use This Playbook

Upper Elementary: (Grades 3-5)

Literacy Hub

Build the Engine

How to Support Literacy at Home

Understand Current Reality

Middle Level: (Early Adolescence Grades 6-8)

Creating a Culture of Literacy

Literacy Playbook Download

Supporting Instructional Planning

Interdiciplinary Learning Materials

Sustain & Grow the Work

Coaching and Observing Tools

Explore by Role

High School: (Adolescence Grades 9- Diploma)

Integrated Content Specialist

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DEFINING THE WHY

SPECIALISTS

Strong literacy systems begin with a clear purpose-- grounded in shared beliefs, a collective vision, and aligned structures that guide the work.

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When we’re clear on our why, we build systems that help every student thrive.

KEY SYSTEM COMPONENTS

CREATING A CULTURE OF LITERACY

VISION & GUIDING PRINCIPLES

Defining the Why

Knowledge and Voice

Planning for Professional Learning

Before engaging in any coaching or professional learning, it is important to take the time to establish why the work is being done, in the ways it is being done

Every child in Maine becomes a confident, capable reader through high-quality, evidence-based literacy instruction delivered by well-prepared educators, supported by families and communities, and aligned with statewide goals.

Wabanaki Studies

Scheduling

Literacy Leadership Team

Supporting Instructional Planning

Resource Alignment

Professional Learning

Coaching and Observing Tools

Communication

Data Use

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PLANNING FOR PROFESSIONAL LEARNING

SPECIALISTS

Build capacity in educators and systems, not just individual classrooms.

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HIGH-QUALITY PROFESSIONAL LEARING

Literacy Data Types

Defining the Why

Effective instruction is rooted in data, so it is important to include working with data in coaching and professional learning

The tenets provide educators and leaders with a lens for vetting high-quality professional learning by identifying evidence-based practices, meaningful learning experiences, and key instructional look-fors that support student growth. Using a Cycle of Learning & Improvement supports systems in continuously assessing, reflecting on, and refining instructional practices through an ongoing process of feedback, implementation, and improvement.

Planning for Professional Learning

HIGH-QUALITY PROFESSIONAL LEARING

Supporting Instructional Planning

Literacy develops over time in generally predictable progressions. The following graphs support aligning instructional practices with the typical phases of literacy development and inform planning for professional support and learning.

Literacy Progression PK-3

Literacy Progression Grades 6-12

Literacy Progression Grades 3-6

The Writing Rope

Coaching and Observing Tools

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SUPPORTING INSTRUCTIONAL PLANNING

SPECIALISTS

Support educators in planning intentional, aligned, and evidence-based literacy instruction.

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PLANNING WITH PURPOSE

INSTRUCTIONAL PRACTICES & APPOROACHES

ALIGHNMENT & EVIDENCE

Defining the Why

Systematic and Explicit Core Instructional Practices.

Rating Alignment

Essential Questions

Use this reflection tool to support coaching focused on planning instruction

The following provide an overview of classroom practices that support instruction. To go deeper, refer to the Evidence-Based Literacy Practice section of the Playbook.

In alignment with federal requirements under ESSA and guidance for evidence-based decision-making, this playbook organizes literacy practices by levels of evidence to support educators in selecting, implementing, and scaling approaches that are proven to be effective.

Planning for Professional Learning

Interdisciplinary Literacy Essential Questions

Early Elementary (PreK-3)

Use this tool with teachers to plan for effective, engaging, interdisciplinary literacy instruction. To go deeper, refer to the Evidence-Based Literacy Practice section of the Playbook.

Supporting Instructional Planning

Upper Elementary (Grades 3-6)

I-MTSS/MTSS

Secondary (Grades 6-12)

The I-MTSS worksheets are designed to help schools and districts examine their current literacy landscape by capturing a snapshot in time of existing supports, instruction, and interventions within an Integrated Multi-Tiered System of Supports (I-MTSS).

Strategies for Literacy Support

Integrated Literacy Matrix Tool

Coaching and Observing Tools

These strategies support students’ literacy development in comprehension, vocabulary, and critical thinking skills.

Use this graphic to support understanding of the why and how disciplinary literacy instruction

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COACHING AND OBSERVING TOOLS

SPECIALISTS

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Cycle of Action and Learning

Defining the Why

Planning for Professional Learning

Supporting Instructional Planning

Professional Learning Plan

Walkthroughs

Coaching and Observing Tools

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Literacy Message

Early Elementary: (Grades PK–3)

Understanding Literacy Vision

Defining the Why

Set the Vision

Resource Hub

Planning for Professional Learning

How to Use This Playbook

Upper Elementary: (Grades 3-5)

Literacy Hub

Build the Engine

How to Support Literacy at Home

Understand Current Reality

Middle Level: (Early Adolescence Grades 6-8)

Creating a Culture of Literacy

Literacy Playbook Download

Supporting Instructional Planning

Interdiciplinary Learning Materials

Sustain & Grow the Work

Coaching and Observing Tools

Explore by Role

High School: (Adolescence Grades 9- Diploma)

Integrated Content Specialist

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UNDERSTANDING LITERACY VISION

COMMUNITY PARTNERS

Community Message: Literacy development is a shared responsibility across schools, families, and community partners. The development of literacy begins at home. Furthermore, the importance of literacy is demonstrated by real-world experiences and facility with literacy is supported by experiences beyond the classroom.

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How to Use This Playbook

Understanding Literacy Vision

Start With Your Team

Leverage DOE Supports

How to Support Literacy at Home

Understand the Framework

Adapt to Your Context

Use the Tools for Planning and Implementation

Creating a Culture of Literacy

Interdisciplinary Connections

Systems of Coherence

Embed Evidence-Based Practices

Build a Cycle of Continuous Improvement

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SUPPORT LITERACY AT HOME

COMMUNITY PARTNERS

Families and caregivers are powerful partners in building lifelong literacy. Small moments at home make a big impact!

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Build a Literacy-Rich Home Environment

Make Literacy Visible in Everyday Life

Family Communication with Literacy

Understanding Literacy Vision

How to Support Literacy at Home

Interdisciplinary Connections

Use Technology Thoughtfully

Connect Reading to Life and Interests

Make Literacy Social

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Building a Litercy Rich Home Environment

COMMUNITY PARTNERS

Celebrate All Reading

Why This is Important

Just as every tool in a toolbox has a purpose, every type of reading contributes to how learners build knowledge, fluency, and meaning. Whether it’s a paperback novel, a digital article, a graphic novel, or an audiobook, every act of reading strengthens literacy. When we broaden our understanding of what “counts” as reading, we honor the diverse ways learners engage with text across formats, contexts, and purposes. By valuing the full range of reading experiences, we help every learner see themselves as a reader and recognize literacy as a flexible, powerful resource for learning and life.

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Understanding Literacy Vision

Book Lists

Graphic Novels

Magazines

Posts

Books

Recipes

How to Support Literacy at Home

Celebrations

Interdisciplinary Connections

Cereal Boxes

Game Instructions

Fan Fiction

Poetry

Blogs

Book Clubs

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Interdisciplinary Learning Materials

COMMUNITY PARTNERS

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The MOOSE Project

The Maine Online Open-Source Education (MOOSE) project is an award-winning platform that provides free, interdisciplinary learning materials, created by Maine teachers, for Maine students from pre-K through grade 12

Understanding Literacy Vision

Modules provide real-world relevance and support for students’ literacy skills within engaging topics including:

How to Support Literacy at Home

• Applied Ethics
• Cyber Security
• Climate Education
• History of Genocide and the Holocaust
• STEAM
• Wabanaki Studies
• Data Science
• African Diaspora of Maine
• Computer Science
• AND MORE!

Interdisciplinary Learning Materials

Learn with MOOSE Platform

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SPECIALISTS

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RESOURCE HUB

COMMUNITY PARTNERS

OVERVIEW

ADMINISTRATOR

Literacy Message

Early Elementary: (Grades PK–3)

Understanding Literacy Vision

Defining the Why

Set the Vision

Resource Hub

Planning for Professional Learning

How to Use This Playbook

Upper Elementary: (Grades 3-5)

Literacy Hub

Build the Engine

How to Support Literacy at Home

Understand Current Reality

Middle Level: (Early Adolescence Grades 6-8)

Creating a Culture of Literacy

Literacy Playbook Download

Supporting Instructional Planning

Interdiciplinary Learning Materials

Sustain & Grow the Work

Coaching and Observing Tools

Explore by Role

High School: (Adolescence Grades 9- Diploma)

Integrated Content Specialist

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RESOURCES

This resource section provides adaptable resources to support a district’s journey toward systemic change in literacy through locally driven planning, collaboration, and implementation. The included templates and tools are designed to be customized to align with a district’s unique needs, strategic priorities, community context, and available resources. References, works cited, and linked materials offer opportunities for deeper exploration and continued learning, allowing schools to build shared understanding and strengthen local capacity throughout the process. Together, these resources are intended to support local control efforts by empowering districts to design meaningful, sustainable approaches to literacy and numeracy improvement that reflect their community’s goals and vision.

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Reference Materials

Templates

Works Cited

Works Cited

Resource Hub

The Works Cited section provides a curated list of sources that informed this Literacy Playbook, including books, articles, websites, and multimedia resources. Its purpose is to give proper credit to authors and organizations, ensure transparency in research, and provide educators with direct access to evidence-based materials that support effective literacy practices. By consulting these references, readers can explore further insights, deepen their understanding of literacy development, and apply proven strategies in classroom settings.

The Works Cited section provides a curated list of sources that informed this Literacy Playbook, including books, articles, websites, and multimedia resources. Its purpose is to give proper credit to authors and organizations, ensure transparency in research, and provide educators with direct access to evidence-based materials that support effective literacy practices. By consulting these references, readers can explore further insights, deepen their understanding of literacy development, and apply proven strategies in classroom settings.

The resources included in this section—spanning books, articles, websites, and videos—serve as a foundation for deepening understanding and supporting effective literacy practices. These reference materials offer evidence-based insights, practical strategies, and interdisciplinary perspectives to guide educators in fostering literacy development across all grade levels. By engaging with these sources, educators can expand their knowledge, enrich instruction, and connect theory to classroom practice, ensuring that every learner has access to meaningful and rigorous literacy experiences.

These templates are practical tools designed to support educators in turning ideas into action. The templates provide flexible structures for reflection, planning, collaboration, implementation, and continuous improvement while helping teams make meaningful connections between literacy goals, instructional practices, student experiences, and evidence of impact.

Literacy Hub

Literacy Playbook Download

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LITERACY HUB

RESOURCES

The Maine Department of Education Literacy Hub is a dynamic, evolving space to support meaningful, relevant literacy learning across all ages and contexts. The Hub offers clear, actionable resources that support educators, leaders, families, and partners across the public education system.

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Resource Hub

Click Here to Access the Literacy Hub

Literacy Hub

Literacy Playbook Download

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LITERACY PLAYBOOK

RESOURCES

The link below will provide a PDF copy of the Literacy Playbook for download.

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Resource Hub

Use This Link to Download the PDF

Literacy Hub

Literacy Playbook Download

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Scarborough’s Reading Rope

Scarborough’s Reading Rope explains that strong reading develops through two connected strands: word recognition and language comprehension. Struggling readers often have difficulty in one or both areas, making complex texts challenging to read. When students can recognize words accurately and automatically, they can focus more on understanding what they read. At the same time, language skills such as vocabulary, background knowledge, and understanding sentence structure are essential for making meaning from text.

In this overview from Calgary Reads, learn about the two key segments of Scarborough’s Reading Rope: Word recognition and language comprehension. By building on these two strands, we can create a rope to bridge the gap between reading well and struggling to read. - Reading Rockets

Magazines

Engaging, authentic texts that build background knowledge, vocabulary, and comprehension across a wide range of interests and reading levels. Their varied formats—articles, visuals, captions, and features—help readers practice navigating real-world texts while sustaining motivation and choice.

Posts

Readers are required to quickly interpret language, visuals, and context while evaluating purpose, audience, and credibility. Creating and analyzing posts strengthens skills in concise writing, digital literacy, and critical thinking that are essential for navigating contemporary information spaces.

Scarborough’s Reading Rope

Scarborough’s Reading Rope explains that strong reading develops through two connected strands: word recognition and language comprehension. Struggling readers often have difficulty in one or both areas, making complex texts challenging to read. When students can recognize words accurately and automatically, they can focus more on understanding what they read. At the same time, language skills such as vocabulary, background knowledge, and understanding sentence structure are essential for making meaning from text.

In this overview from Calgary Reads, learn about the two key segments of Scarborough’s Reading Rope: Word recognition and language comprehension. By building on these two strands, we can create a rope to bridge the gap between reading well and struggling to read. - Reading Rockets

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Resource Alignment

Resource alignment is essential to effective literacy implementation and requires the intentional coordination of people, time, materials, and funding to meet student needs within an I-MTSS framework. Through data-informed decision-making, districts and schools align core instruction, targeted interventions, and intensive supports with staffing, schedules, professional learning, and evidence-based materials. Budgetary planning is essential to sustain this work by prioritizing investments that strengthen Tier 1 instruction, ensure timely access to intervention and progress monitoring, and support ongoing capacity building, resulting in a coherent, efficient system that maximizes resources to improve literacy outcomes for all learners.

MTSS

I-MTSS

In Maine, a Multi-Tiered System of Supports (MTSS) is a comprehensive framework that addresses the academic, behavioral, and social-emotional needs of each student in the most inclusive and equitable learning environment. More than a Response to Intervention (RTI), MTSS is a whole-school framework that organizes the people, programs, and policies into an integrated support system that begins in Tier 1. MTSS is a philosophy that organizes and leverages the systems that likely already exist in your school. It is a system that relies on more than just evidence-based curricula and identification processes. MTSS analyzes and organizes all available resources within the school context, such as people, facilities, time, data, curriculum & instruction, and any additional resources.

I-MTSS (Integrated MTSS) is a newer, more comprehensive version that explicitly integrates academic and social-emotional/behavioral supports into a cohesive system to improve student outcomes, with tools such as the Integrated Multi-Tiered Systems of Support Fidelity Rubric (IMFR) to assess its implementation. Think of MTSS as the foundational concept, and I-MTSS as a more robust, unified approach that centers all students and honors diverse ways of knowing. The Maine Literacy Playbook is grounded in an I-MTSS framework where Tier I instruction is the primary driver of literacy outcomes, even when not always labeled as a separate section. The Playbook’s core instructional practices—high-quality, evidence-based literacy instruction, integration of reading and writing (“writing to read”), knowledge-building through content, and inclusive access for all learners—are intended to strengthen universal instruction first. In that sense, Tier I is not a preliminary step outside the plan; it is the plan’s baseline expectation. Instead of asking, "Why isn't the curriculum working for these students?" we ask, "Why isn't the curriculum working for all students? "

In Simple Terms: MTSS: "Let's use data to give everyone a little help, some groups more help, and a few the most help, for both learning and behavior."

In Simple Terms: I-MTSS: "Let's make that even more unified—academic help and behavior help work hand-in-hand at every level, so no student falls through the cracks."

Resources & Templates to Support MTSS/I-MTSS

Notecatcher

Systematic (deliberately sequenced) and explicit (clear, modeled, practiced) instruction in phonological awareness, phonics, fluency, vocabulary, comprehension, and writing—aligned with a high-quality, evidence-based scope and sequence.

Use of rich read-alouds and shared reading experiences that build knowledge, vocabulary, comprehension, and a love of books while exposing children to complex language and content beyond their independent reading level.

Daily opportunities for oral language development, including structured discussions, interactive read-alouds, intentional questioning, storytelling, play-based conversations, and academic talk that reinforces vocabulary and comprehension.

Integrated content learning, connecting literacy with science, social studies, arts, and play to deepen understanding, build knowledge networks, and strengthen comprehension.

Abundant access to high-quality, culturally responsive, and developmentally appropriate texts, including decodable texts, picture books, informational texts, and multimodal resources that invite joyful and meaningful engagement.

Explicit handwriting and encoding instruction, supporting the development of automatic letter formation, spelling patterns, and the transcription skills necessary for early writing.

Balanced use of whole-class instruction, small-group instruction, and individualized support, informed by ongoing observation and assessment of children’s strengths, needs, and emerging literacy profiles.

Intentional efforts to nurture motivation, engagement, and positive literacy identity, including student choice, authentic literacy activities, opportunities for creativity, and routines that center on belonging and joy.

Strong communication and partnerships with families and caregivers, offering strategies for supporting reading, language, and vocabulary at home, and honoring family cultural and linguistic practices as essential to children’s literacy growth.

Instructional routines that include modeling, guided practice, and frequent opportunities for application, ensuring children receive the repetition, feedback, and gradual release necessary for skill mastery.

5. Build a Cycle of Continuous Improvement

The playbook is meant to be revisited. As you implement practices and gather data, return to the reflection journals, observation rubrics, and planning templates to monitor progress, celebrate gains, and adjust as needed. This cyclical process helps ensure your literacy work is long-term, coherent, and responsive to student needs.

Cereal Boxes

Immersing readers in functional, real-world text that combines words, images, numbers, and design, reading labels, directions, and claims builds vocabulary, comprehension, and critical thinking as learners interpret information and purpose in everyday contexts.

Fan Fiction

Inviting readers and writers to deeply engage with characters, story structures, and themes, strengthening comprehension, analysis, and creativity. By building on familiar worlds, fan fiction lowers barriers to entry and encourages sustained reading, purposeful writing, and participation in authentic literacy communities.

Game Instructions

Navigating these texts builds comprehension, critical thinking, and problem-solving skills while connecting reading to interactive, hands-on experiences. Savvy readers must interpret rules, sequence actions, and understand specialized language in context.

3. Use the Tools for Planning and Implementation

Each chapter includes planning templates, checklists, reflection prompts, and communication resources to help you take the next steps. Use these tools to:

• Assess your current practices
• Identify strengths and needs
• Set goals using clear, measurable steps
• Plan instruction, supports, and professional learning
• Align schedules, budgets, and initiatives to literacy priorities

You do not need to use every tool at once—select what is most helpful for the stage your school is in.

Why All Strands Must Be Explicitly Taught

Just as skilled reading depends on the integration of multiple strands, proficient writing develops through the coordinated instruction of all strands of the Writing Rope. No single strand is sufficient on its own; weakness in one area can limit overall writing performance.

Discussions of literacy instruction often center on reading, despite writing being equally critical to student achievement, and while skilled reading is widely recognized as a complex, multi-component process, writing is too often treated as a single, monolithic skill.

The Writing Rope: the Strands that Are Woven into Skilled Writing

Learn about the “writing rope” — a new model for understanding the interwoven elements that support writing. Get the basics on the five key strands and how to provide explicit instruction for each strand. - Reading Rockets

3. Use the Tools for Planning and Implementation

Each chapter includes planning templates, checklists, reflection prompts, and communication resources to help you take the next steps. Use these tools to:

• Assess your current practices
• Identify strengths and needs
• Set goals using clear, measurable steps
• Plan instruction, supports, and professional learning
• Align schedules, budgets, and initiatives to literacy priorities

You do not need to use every tool at once—select what is most helpful for the stage your school is in.

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Professional Learning

Professional learning is a critical lever for strengthening literacy systems and ensuring effective implementation of evidence-based practices. Within a coherent system, professional learning is ongoing, job-embedded, and aligned to I-MTSS, building educator knowledge and skill across core instruction, targeted intervention, and intensive support. By intentionally incorporating multiple perspectives and culturally responsive practices alongside instructional priorities, data, and curriculum, districts and schools build shared understanding, instructional consistency, and collective capacity, ensuring that investments in training translate into improved literacy outcomes for all learners.

7. Adapt to Your Context

Every school and district begins from a different place. Use the playbook flexibly—adapt examples, personalize templates, and integrate tools into your existing systems. The goal is not perfection; it is consistent growth supported by shared vision, strong systems, and high-quality instruction.

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 Literacy in Physical Education

Literacy plays an important role in physical education, supporting how students understand movement, health concepts, and personal wellness. Reading, writing, speaking, and visual literacy help learners interpret rules, strategies, fitness data, and health information, while reflecting on goals and performance. When literacy is intentionally integrated into physical education, students deepen their understanding of healthy habits, communicate effectively about movement and teamwork, and develop skills for lifelong physical well-being.

SPEAKING & LISTENING

READ

WRITE

VOCABULARY

COMPREHENSION

Articulate rules, procedures, and health indicators, while actively listening to peers describe their experiences, goals, and states of well-being

Navigating rule books, nutritional information, medical reports, player biographies

Games, sports and the overall health industry have a myriad of specific words and terms

Understanding physical connection to body mechanics and health is vital to overall well-being

Physical education plans, personal goals, and routines, assessments

“Improving Literacy through Sport” - Sport and Dev, 2017

“Physical Literacy” - Science for Sport

“What is Physical Literacy?” - Twikle

“How to Write Sport Stories!” - Tom Moorcroft

Continuous Literacy Improvement Cycle

High-quality literacy instruction is most effective when it is guided by intentional, data-driven decision-making. Data provides educators with timely, actionable insights into what students know, what they can do, and what they need next. When literacy data is systematically collected, analyzed, and applied, it ensures instruction is responsive, equitable, and aligned to the needs of all learners.

Poetry

Poetry sharpens attention to language, sound, and meaning, helping readers develop vocabulary, inference, and interpretive skills. Its brevity and emotional resonance invite close reading and personal connection, making complex ideas accessible while encouraging expressive and reflective thinking.

Celebrations

• Creating Inclusive Literacy Celebrations
• Special literacy events and celebrations can be a great way to get kids excited about books and reading. But for kids who struggle with reading, these kinds of events can challenge their self-confidence. Here are 15 strategies to help you plan a successful, joyful reading event for all kinds of readers and learners.

• National Poetry Month
• National Poetry Month in April is a special occasion to celebrate the importance of poets and poetry in our culture.

• Read Across America
• The National Education Association (NEA) is excited to bring you Read Across America year-round to help you motivate kids to read, bring the joys of reading to students of all ages, and make all children feel safe, valued, and welcome.

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Narrative Writing

Purpose: To develop real or imagined experiences using effective storytelling techniques.While less emphasized than argument or explanation, narrative writing plays an essential role in engagement, reflection, and identity development.

• Sequence events intentionally
• Develop perspective, voice, and insight
• Use dialogue and descriptive detail
• Reflect on meaning or learning

Students Learn To:

Shared Instructional Practices Across All Writing Types

Teach text structuresexplicitly Teachers model common organizational patterns and help students recognize and apply them in their own writing.

Provide low-risk, high-volumewriting opportunities Quick writes and journals build fluency and confidence without the pressure of grading every piece.

Use mentor narrativesacross disciplines Narratives may include memoirs, historical accounts, scientific discoveries, or reflective learning pieces.

Emphasize revision formeaning Revision focuses on clarity, depth, and impact rather than surface-level corrections alone.

Regardless of purpose, effective secondary writing instruction includes:

• Explicit modeling and think-alouds
• Strategy instruction students can reuse
• Frequent opportunities to write for real purposes
• Clear success criteria and exemplars
• Structured peer and teacher feedback
• Writing embedded across content areas

Literacy in Music

Literacy is essential to music learning, supporting how students read, interpret, create, and respond to sound. Through reading, writing, listening, and discussion, learners make sense of musical notation, lyrics, structure, and cultural context while developing the language to describe and reflect on musical experiences. When literacy is intentionally integrated into music instruction, students strengthen listening and analytical skills, deepen musical understanding, and communicate artistic ideas with clarity and purpose.

SPEAKING & LISTENING

READ

WRITE

VOCABULARY

COMPREHENSION

Developing mental models for music that are closely tied to foundational literacy skills

Expressing opinions, formulating questions, and giving and receiving peer feedback

Interpreting musical notations, biographies, and theories

Music has its own language with specific terminology and meaning

Composing notations, lyrics, theories, and critiques

“Music Training Can be a Literacy Superpower” - Edutopia, 2022

“Tips for Teaching Literacy in Music Class” - Vicky Webber, blog, 2023

“Using Music to Teach Early Literacy Skills” - Capstone, 2020

“What Does Literacy in Music Look Like?” - New South Wales Department of Education

Formative Literacy Assessment Across Content Areas

The need to assess a student’s mastery of literacy skills and adjust instruction to continue developing those skills is ongoing. What is Formative Assessment? Formative by Newsela provides a detailed description of the rationale and practical applications of content-area-agnostic formative assessment. They emphasize that formative assessments are,

Formative Assessment Strategies for Literacy Across the Curriculum

Weekly Quizzes

Surveys & Polls

Self-Reflections

Classroom Activities

Homework Assignments

Exit Tickets

Quick tools used to gather student perspectives, interests, and confidence levels, helping educators tailor literacy instruction and increase relevance and engagement. Look for: Use of student voice data to adapt instruction, materials, and engagement strategies.

Short, low-stakes checks for understanding that help monitor students’ comprehension and skill development over time, allowing educators to adjust instruction and reinforce key literacy concepts. Look for: Regular, standards-aligned checks with timely instructional adjustments based on results.

Structured opportunities for students to think about their reading, writing, and thinking processes, building metacognition and helping them set goals for continued literacy growth. Look for: Students articulating their reading/writing thinking, goals, and next steps.

Independent practice tasks that extend literacy learning beyond the classroom, reinforcing skills such as reading comprehension, writing fluency, and vocabulary development. Look for: Purposeful practice aligned to classroom literacy targets—not compliance-based tasks.

Interactive, in-the-moment learning experiences (e.g., discussions, annotations, writing tasks) that provide immediate insight into student understanding and support active literacy engagement. Look for: Active literacy engagement (discussion, writing, annotation) with visible evidence of thinking.

Brief end-of-lesson responses that capture students’ understanding of key literacy concepts, providing immediate feedback to guide next steps in instruction. Look for: Clear evidence of daily understanding used to inform immediate next instructional moves.

Literacy in Science

Literacy is foundational to science learning, shaping how students ask questions, interpret evidence, and communicate understanding. Reading, writing, speaking, and visual literacy enable learners to make sense of complex texts, data, and models, while supporting the precise use of scientific language and reasoning. When literacy is intentionally integrated into science instruction, students build deeper conceptual understanding, strengthen inquiry skills, and engage more fully in the practices of scientists—explaining phenomena, constructing arguments from evidence, and connecting ideas across disciplines.

SPEAKING & LISTENING

READ

WRITE

VOCABULARY

COMPREHENSION

Engaging in discussions, presentations, and debates; sharing and responding to ideas in the science environment

Understanding papers, graphs, and other materials to extract meaning and connect to new ideas

Understanding and selecting precise words to convey technical meaning

Explaining methodology and demonstrating comprehension of phenomena

Knowing key ideas and grounding new questions in established facts

“Bringing a Literacy Focus into the Science Classroom” - aft.org

“The Impact of Literacy in Science” - Accelerate Learning, 2023

“Promoting Scientific Literacy in the Science Classroom” - NSTA, 2023

“Supporting Literacy in the Science Classroom” - Edutopia, 2018

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Active View of Reading

The Active View of Reading explains that reading requires both accurate word recognition and active meaning-making. Struggling readers may decode words correctly but still have difficulty understanding text without strong language skills and comprehension strategies. Instruction should support automatic word reading while also teaching students to think about, monitor, and make meaning from what they read. When students read actively, they are better able to understand and engage with complex texts across content areas.

The Active View of Reading builds upon the Simple View of Reading and Scarborough's Rope and incorporates newer research, adding such areas as active self-regulation. This video reviews what the evidence-based Active View of Reading Model is, some key ideas, and addresses some common misunderstandings.

Integrating the Active View of Reading with Wabanaki Studies

The Active View of Reading frames literacy as a dynamic, interactive process in which readers actively construct meaning by integrating the text, background knowledge, and cognitive strategies. Wabanaki Studies enhances this approach by providing rich, culturally grounded content, including oral stories, land-based knowledge, and tribal histories, which expand students’ schema and support deeper comprehension. By connecting Active View strategies to Wabanaki perspectives, educators foster engaged, critical, and culturally responsive readers who can navigate texts with curiosity, reflection, and understanding of both local and Indigenous contexts.

The Active View of Reading Duke and Cartwright, 2021

Activating Schema

Activating schema is essential for literacy development because readers construct meaning by connecting new information to prior knowledge. When students’ background knowledge is activated before and during reading, they are better able to understand vocabulary, follow complex ideas, and comprehend texts more deeply. Listed below are instructional strategies that prompt students to preview texts, discuss key concepts, and make connections that support schema activation and help all learners, especially struggling readers, access and engage with grade-level content.

Before Instruction

Quick Writes/Brain Dumps Anticipation Guides KWL or KWLQ Charts Visual Hooks Essential Questions

During Instruction

After Instruction

Think-AloudsText to Self Text to Text Text to World Connections Concept Maps or Webs Vocabulary Preview with Context

Revisit Anticipation Guides KWL ChartsExit Slips Focused on Connections Synthesis Tasks

Discussion-Based Strategies

Turn and TalkSmall Group Talk Four Corners/Opinion Lines Question Storming

Essential Literacy Content for Secondary Development

• Advanced word analysis with emphasis on morphology (prefixes, suffixes, roots), academic word families, and strategies for determining the meaning of unfamiliar words in discipline-specific texts.
• Vocabulary development integrated with content learning, including explicit instruction in Tier 2 and Tier 3 terms, conceptual word networks, and discipline-specific language.
• Comprehension development using increasingly complex grade-level texts, including explicit instruction in text structures, inferencing, summarization, evidence-based reasoning, and strategic use of comprehension processes.
• Reading fluency with complex texts, emphasizing phrasing, prosody, and efficient navigation of discipline-specific structures and features (e.g., graphs, diagrams, primary sources).
• Written composition and academic writing across genres, including planning, drafting, revising, editing, argumentation, explanation, narrative techniques, and discipline-specific writing conventions.
• Sentence-level skills, including grammar, syntax, and sentence construction strategies that support clarity, coherence, and comprehension of complex academic texts.
• Critical reading and evaluation of multimodal sources (e.g., digital texts, media, data displays) to build information literacy, analysis, and synthesis skills.
• Oral academic language development through structured discussions, collaborative problem-solving, and content-specific discourse routines.
• Strategic use of background knowledge and knowledge-building experiences to support comprehension across all disciplines.
• For multilingual learners, explicit connections between English and home-language structures (phonological, morphological, syntactic, and orthographic), using primary languages as assets for vocabulary development.

 Literacy in Social Studies/History

Literacy is central to social studies and history, shaping how students investigate the past, analyze multiple perspectives, and understand civic life. Through reading, writing, discussion, and visual analysis, learners engage with primary and secondary sources, evaluate evidence, and construct informed interpretations of events and ideas. When literacy is intentionally embedded in social studies instruction, students develop critical thinking, historical reasoning, and the ability to communicate claims clearly—skills essential for informed citizenship and meaningful engagement with the world.

SPEAKING & LISTENING

READ

WRITE

VOCABULARY

COMPREHENSION

Listening to and responding to others’ theories, a critical component of social science discourse

Decoding documents, newspapers, and primary source materials

Expressing ideas about historical events and their impact on the present and future

Understanding historical and contemporary documents requires a rich vocabulary

Knowing key ideas and grounding new questions in established facts

“Literacy...A Framework to Support Your Classroom” - Social Studies Blog, 2024

“Literacy Across the Disciplines: Social Studies” - Ohio Department of Education

“Primary Sources and Standards” - Library of Congress

“What is Social Studies Literacy: How Educators in the Field Teach Reading” - EdWeek, 2024

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Books

With rich, sustained texts that develop vocabulary, comprehension, critical thinking, and imagination - who doesn’t love a good book? Engaging with books allows readers to explore ideas deeply, make connections, and experience diverse perspectives across genres and formats. And audiobooks count too! They allow learners to access complex texts, engage with diverse voices, and make meaning through attentive listening. Audiobooks strengthen listening comprehension, vocabulary, and fluency while modeling expressive reading and pacing.

Literacy in Science

Literacy is foundational to science learning, shaping how students ask questions, interpret evidence, and communicate understanding. Reading, writing, speaking, and visual literacy enable learners to make sense of complex texts, data, and models, while supporting the precise use of scientific language and reasoning. When literacy is intentionally integrated into science instruction, students build deeper conceptual understanding, strengthen inquiry skills, and engage more fully in the practices of scientists—explaining phenomena, constructing arguments from evidence, and connecting ideas across disciplines.

SPEAKING & LISTENING

READ

WRITE

VOCABULARY

COMPREHENSION

Engaging in discussions, presentations, and debates; sharing and responding to ideas in the science environment

Understanding papers, graphs, and other materials to extract meaning and connect to new ideas

Understanding and selecting precise words to convey technical meaning

Explaining methodology and demonstrating comprehension of phenomena

Knowing key ideas and grounding new questions in established facts

“Bringing a Literacy Focus into the Science Classroom” - aft.org

“The Impact of Literacy in Science” - Accelerate Learning, 2023

“Promoting Scientific Literacy in the Science Classroom” - NSTA, 2023

“Supporting Literacy in the Science Classroom” - Edutopia, 2018

Narrative Writing

Purpose: To develop real or imagined experiences using effective storytelling techniques.While less emphasized than argument or explanation, narrative writing plays an essential role in engagement, reflection, and identity development.

• Sequence events intentionally
• Develop perspective, voice, and insight
• Use dialogue and descriptive detail
• Reflect on meaning or learning

Students Learn To:

Shared Instructional Practices Across All Writing Types

Teach text structuresexplicitly Teachers model common organizational patterns and help students recognize and apply them in their own writing.

Provide low-risk, high-volumewriting opportunities Quick writes and journals build fluency and confidence without the pressure of grading every piece.

Use mentor narrativesacross disciplines Narratives may include memoirs, historical accounts, scientific discoveries, or reflective learning pieces.

Emphasize revision formeaning Revision focuses on clarity, depth, and impact rather than surface-level corrections alone.

Regardless of purpose, effective secondary writing instruction includes:

• Explicit modeling and think-alouds
• Strategy instruction students can reuse
• Frequent opportunities to write for real purposes
• Clear success criteria and exemplars
• Structured peer and teacher feedback
• Writing embedded across content areas

I’m PIP, your Playbook Integration Partner.

Remember, you can navigate using the buttons at the bottom right and left to move through the guidance.

Don't forget to explore along the way! If you're looking for something specific, check out the table of contents and click on your topic of interest to jump directly to it.

And remember—I'll be with you every step of the way. I'm only a click away!

Active View of Reading

The Active View of Reading explains that reading requires both accurate word recognition and active meaning-making. Struggling readers may decode words correctly but still have difficulty understanding text without strong language skills and comprehension strategies. Instruction should support automatic word reading while also teaching students to think about, monitor, and make meaning from what they read. When students read actively, they are better able to understand and engage with complex texts across content areas.

The Active View of Reading builds upon the Simple View of Reading and Scarborough's Rope and incorporates newer research, adding such areas as active self-regulation. This video reviews what the evidence-based Active View of Reading Model is, some key ideas, and addresses some common misunderstandings.

Integrating the Active View of Reading with Wabanaki Studies

The Active View of Reading frames literacy as a dynamic, interactive process in which readers actively construct meaning by integrating the text, background knowledge, and cognitive strategies. Wabanaki Studies enhances this approach by providing rich, culturally grounded content, including oral stories, land-based knowledge, and tribal histories, which expand students’ schema and support deeper comprehension. By connecting Active View strategies to Wabanaki perspectives, educators foster engaged, critical, and culturally responsive readers who can navigate texts with curiosity, reflection, and understanding of both local and Indigenous contexts.

The Active View of Reading Duke and Cartwright, 2021

Literacy in Life

Literacy is essential to functional life skills, enabling individuals to navigate everyday tasks, make informed decisions, and participate independently in their communities. Reading, writing, speaking, and numeracy support understanding schedules, forms, instructions, digital tools, and real-world information. When literacy is intentionally embedded in functional life skills instruction, learners build confidence, self-advocacy, and practical competence, connecting academic learning to meaningful, authentic applications in daily life.

SPEAKING & LISTENING

READ

WRITE

VOCABULARY

COMPREHENSION

Participating in meetings, interviews, presentations, and collaborative discussions; actively listening and responding to colleagues and supervisors

Understanding workplace documents, emails, manuals, and instructions to extract relevant information and make informated decisions

Applying key concepts such as workplace norms, problem-solving strategies, and professional expectations to real-world scenarios

Using precise, context-appropriate terminology to communicate effectively in professional and real-life settings

Communicating clearly through emails, reports, resumes, cover letters, and professional documentation

“Defining Deeper Learning and 21st Century Skills” - National Academies

“How Important is Teaching Literacy in All Content Areas?” - Edutopia, 2010

“Life, Career, Abilities” - Technical Assistance Center of New York

“What Are Basic Literacy Skills?” - The Literacy Project

Community Inventory Templates

Community Connections- Outdoors

Community Connections- In the Library

A shared vision of literacy is grounded in evidence, responsive to learners, and embedded across all content areas

FLUENCY Fluency is the ability to read accurately, quickly, and with appropriate expression. Fluent reading reduces cognitive load, allowing readers to focus on comprehension and construct deeper meaning. Fluency is influenced by both effective word reading and the ability to understand text and meaning.

Culturally Responsive

Maine is fortunate to be home to people and traditions from around the world as well as thriving, vibrant indigenous communities. Click HERE to learn more about the Wabanaki Nations, their languages, cultural traditions, and what’s happening in communities today.

Culturally Responsive Teaching (CRT) is an instructional approach that recognizes and values students’ cultural, linguistic, and lived experiences as assets for learning. It intentionally connects instruction to students’ identities and backgrounds to make learning more meaningful, accessible, and rigorous—while maintaining high expectations for ALL learners.

Culturally Responsive Teaching and Why it Matters for Foundational Literacy Skills Instruction for ALL Learners

Literacy is not culturally neutral—it is developed, expressed, and applied through language, identity, context, and social interaction. By grounding literacy instruction in students’ lived experiences, community knowledge, and cultural texts and practices, educators make reading and writing more meaningful and relevant, supporting deeper comprehension and transfer across contexts. Culturally responsive literacy instruction strengthens reading, writing, and discourse. This approach ensures that all learners—particularly multilingual learners and those historically underserved—develop strong, flexible, and enduring literacy skills.

Culturally responsive teaching strengthens foundational reading instruction by ensuring that phonological awareness, phonics, fluency, vocabulary, and comprehension are taught in ways that are meaningful, accessible, and affirming for multilingual learners—without reducing rigor.

CRT Does NOT Change

CRT Changes

Essential Literacy Content for Secondary Development

• Advanced word analysis with emphasis on morphology (prefixes, suffixes, roots), academic word families, and strategies for determining the meaning of unfamiliar words in discipline-specific texts.
• Vocabulary development integrated with content learning, including explicit instruction in Tier 2 and Tier 3 terms, conceptual word networks, and discipline-specific language.
• Comprehension development using increasingly complex grade-level texts, including explicit instruction in text structures, inferencing, summarization, evidence-based reasoning, and strategic use of comprehension processes.
• Reading fluency with complex texts, emphasizing phrasing, prosody, and efficient navigation of discipline-specific structures and features (e.g., graphs, diagrams, primary sources).
• Written composition and academic writing across genres, including planning, drafting, revising, editing, argumentation, explanation, narrative techniques, and discipline-specific writing conventions.
• Sentence-level skills, including grammar, syntax, and sentence construction strategies that support clarity, coherence, and comprehension of complex academic texts.
• Critical reading and evaluation of multimodal sources (e.g., digital texts, media, data displays) to build information literacy, analysis, and synthesis skills.
• Oral academic language development through structured discussions, collaborative problem-solving, and content-specific discourse routines.
• Strategic use of background knowledge and knowledge-building experiences to support comprehension across all disciplines.
• For multilingual learners, explicit connections between English and home-language structures (phonological, morphological, syntactic, and orthographic), using primary languages as assets for vocabulary development.

 Literacy in Social Studies/History

Literacy is central to social studies and history, shaping how students investigate the past, analyze multiple perspectives, and understand civic life. Through reading, writing, discussion, and visual analysis, learners engage with primary and secondary sources, evaluate evidence, and construct informed interpretations of events and ideas. When literacy is intentionally embedded in social studies instruction, students develop critical thinking, historical reasoning, and the ability to communicate claims clearly—skills essential for informed citizenship and meaningful engagement with the world.

SPEAKING & LISTENING

READ

WRITE

VOCABULARY

COMPREHENSION

Listening to and responding to others’ theories, a critical component of social science discourse

Decoding documents, newspapers, and primary source materials

Expressing ideas about historical events and their impact on the present and future

Understanding historical and contemporary documents requires a rich vocabulary

Knowing key ideas and grounding new questions in established facts

“Literacy...A Framework to Support Your Classroom” - Social Studies Blog, 2024

“Literacy Across the Disciplines: Social Studies” - Ohio Department of Education

“Primary Sources and Standards” - Library of Congress

“What is Social Studies Literacy: How Educators in the Field Teach Reading” - EdWeek, 2024

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4. Embed Evidence-Based Practices

Throughout the playbook, you’ll find guidance grounded in evidence-based literacy instruction. Use these sections to align curriculum, interventions, and classroom routines with research and with Maine’s expectations for universal, targeted, and intensive support.

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 Literacy in Physical Education

Literacy plays an important role in physical education, supporting how students understand movement, health concepts, and personal wellness. Reading, writing, speaking, and visual literacy help learners interpret rules, strategies, fitness data, and health information, while reflecting on goals and performance. When literacy is intentionally integrated into physical education, students deepen their understanding of healthy habits, communicate effectively about movement and teamwork, and develop skills for lifelong physical well-being.

SPEAKING & LISTENING

READ

WRITE

VOCABULARY

COMPREHENSION

Articulate rules, procedures, and health indicators, while actively listening to peers describe their experiences, goals, and states of well-being

Navigating rule books, nutritional information, medical reports, player biographies

Games, sports and the overall health industry have a myriad of specific words and terms

Understanding physical connection to body mechanics and health is vital to overall well-being

Physical education plans, personal goals, and routines, assessments

“Improving Literacy through Sport” - Sport and Dev, 2017

“Physical Literacy” - Science for Sport

“What is Physical Literacy?” - Twikle

“How to Write Sport Stories!” - Tom Moorcroft

Effective literacy instruction relies on multiple sources of data. Each type of literacy data serves a distinct purpose and, when used together, provides a complete picture of student learning and instructional effectiveness.

Diagnostic Assessment Data

Formative Assessment Data

Progress Monitoring Data

Universal Screeners

Purpose: To evaluate overall literacy achievement and instructional effectiveness at the end of a period of learning

Purpose: To identify students who may be at risk for reading difficulties and determine the need for additional support

Purpose: To inform day to day literacy instructional decisions and adjust teaching in real time

Purpose: To identify specific literacy strengths and gaps in order to target instruction and interventions

Student Work Samples

Observational and Anecdotal Data

Student Feedback and Self-Assessment Data

Purpose: To provide authentic evidence of how students apply literacy skills in meaningful tasks

Purpose: To capture qualitative insights into students’ literacy engagement, strategy use and learning behaviors

Purpose: To include student voice in the literacy learning proces

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Index & Glossary

Book Clubs

Try a "genre specific" club - where every book you tackle is a mystery, or historical, or a science fiction adventure, or...

Host a "many options" Book Club where everyone reads a different title from the same section of the library

Cookbooks and sampling the efforts are a Book Club Dream Team. Be sure to use school resources for equity and check for allergies ahead of time

Resources:

• Book Club Basics
• Book clubs should celebrate reading! Here are ideas from the NEA to get you started.
• How to Run a Book Club for Kids and Teens
• Book clubs are a wonderful way for kids and teens to share their love of reading, and are a great way to meet other kids. -Vancouver Public Library

Combine books and games with special clubs devoted to these pairings. Perhaps a round of Life and a work of Jane Austen? Perhaps the class could re-do the game to match the book?

Head to the Non-Fiction - read up on dog breeds and training, then watch Agility Trials or Westminster - or write bios of pets at home!

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How to UseSimplified I-MTSS Worksheets

This simplified I-MTSS sheet provides a more granular snapshot of your current numeracy landscape, offering a focused view of student needs at a specific moment in time. By highlighting two key metrics—the percentage of students in each tier and the foundational numeracy skills that require attention—the tool helps teams move from a broad system review to targeted instructional insight. Use it as an entry point for focused conversations about instruction, intervention, and resource allocation.

Begin by examining the tier distribution to understand the health of your system at this point in time. Elevated percentages in Tier 2 or Tier 3 may indicate a need to strengthen Tier 1 instruction, refine intervention groupings, or reconsider schedules and supports. Next, review the foundational skills data to identify specific areas of strength and need within your numeracy landscape.

This tool is most effective when used with a clearly defined purpose. Establish the question you want this snapshot to help answer—such as “Which skills should we prioritize in our next improvement cycle?” or “Do our current interventions align with student needs?” Use the sheet to guide discussion, plan targeted supports, and monitor shifts over time. Revisit it regularly to capture updated snapshots, track progress, and ensure your I-MTSS system remains responsive, equitable, and aligned with your numeracy goals.

For Specific Strategies, please see Section 3, EVIDENCE-BASED Numeracy Practices

GET THESE WORKSHEETS HERE

The Fundamental Role of Joy

Joy plays a vital role in advancing literacy. Joy cultivates intrinsic motivation, transforming reading from a chore into a personally meaningful pursuit. This emphasis on meaningful engagement aligns with the vision of the Maine State Literacy Action Plan — which defines literacy as essential for lifelong learning, personal growth, and full participation in society — and underscores the importance of supporting students not only in mastering foundational skills but also in developing a love of reading that lasts beyond school years.

Go with the Kids!

Graphic Novels

All Sorts

Ask students, in conversation, what they are most interested in. Take notes. Be sure to bring examples in - and point them out. Make clear you were listening

Literacy superfood! Images provide clues to the text and help students gain meaning all while providing interest, structure, and vocabulary

Novels are great - but don't overlook the power of a field guides, sports magazine or a "how to" guide to spark engaged reading

Language Development

WIDA-informed literacy practices recognize that language development is foundational to learning across all content areas and that every student brings valuable linguistic and cultural assets into the classroom. Grounded in the WIDA Standards Framework, these practices intentionally integrate language, content, and cognition, ensuring that instruction is accessible, rigorous, and responsive to learners at varying levels of English language development. By designing literacy experiences that scaffold meaning, promote academic discourse, and honor students’ home languages and identities, educators create learning environments where multilingual learners—and all students—can engage deeply, demonstrate understanding in multiple ways, and build toward independence and academic success.

Writing & Expression, WIDA-Informed

Reading & Comprehension, WIDA-Informed

• Literacy instruction explicitly supports students in navigating complex texts, including disciplinary vocabulary, syntax, and text structures.
• Educators model and teach comprehension strategies using oral language, shared reading, and collaborative discussion.
• Background knowledge is intentionally activated and built, recognizing that cultural and linguistic experiences vary across learners.

• Writing instruction provides multilingual learners with models, mentor texts, and opportunities to compose across genres and disciplines.
• Teachers support students in developing language forms and conventions within authentic writing tasks.
• Feedback focuses on meaning and communication first, with attention to language accuracy as part of a growth process.

WIDA Standards

Effective literacy instruction must be grounded in the science of learning and responsive to student needs.

Literacy is a fundamental right and the cornerstone of all learning.

Literacy learning begins at birth and must be supported at home, in school, and in communities.

All educators should be trained and supported to deliver evidence-based literacy instruction.

Families and caregivers are critical partners in fostering literacy development.

Literacy in Science

Literacy is foundational to science learning, shaping how students ask questions, interpret evidence, and communicate understanding. Reading, writing, speaking, and visual literacy enable learners to make sense of complex texts, data, and models, while supporting the precise use of scientific language and reasoning. When literacy is intentionally integrated into science instruction, students build deeper conceptual understanding, strengthen inquiry skills, and engage more fully in the practices of scientists—explaining phenomena, constructing arguments from evidence, and connecting ideas across disciplines.

SPEAKING & LISTENING

READ

WRITE

VOCABULARY

COMPREHENSION

Engaging in discussions, presentations, and debates; sharing and responding to ideas in the science environment

Understanding papers, graphs, and other materials to extract meaning and connect to new ideas

Understanding and selecting precise words to convey technical meaning

Explaining methodology and demonstrating comprehension of phenomena

Knowing key ideas and grounding new questions in established facts

“Bringing a Literacy Focus into the Science Classroom” - aft.org

“The Impact of Literacy in Science” - Accelerate Learning, 2023

“Promoting Scientific Literacy in the Science Classroom” - NSTA, 2023

“Supporting Literacy in the Science Classroom” - Edutopia, 2018

Core Tenets Grades 3–6

How to Use This Graphic

Connection to Whole Student

Explicit LIteracy Instruction

Literacy Allignment to MLRs

WIDA Literacy Supports

Blogs

Blogs support literacy by offering authentic, regularly updated texts that connect reading and writing to real audiences and purposes. Engaging with blogs builds comprehension, voice, and critical evaluation skills as readers navigate perspective, credibility, and digital conventions.

Systematic and explicit core instruction is the foundation of an effective, equitable literacy system. Grounded in evidence-based practices, this approach ensures that all students receive clear, intentional instruction in essential literacy skills through well-sequenced lessons, purposeful modeling, guided practice, and ongoing feedback.

Systematic (presented in an intentionally planned sequence) and explicit (clear explanations with examples) instruction in phonological awareness (at the multi-syllabic level), phonics (decoding and encoding), word analysis, fluency, vocabulary, comprehension, and written composition/expression.

Oral language and knowledge building through interactive read-alouds of age-appropriate books/texts (print and digital), extended conversations, and content study that draws connections to home cultures, languages, and experiences.

Abundant access to culturally responsive and grade-appropriate literacy materials and opportunities for authentic use throughout the school day.

A mixture of strategically planned whole group, small group, and individualized instruction, using flexible, differentiated grouping strategies informed by observed and assessed strengths and needs.

Deliberate efforts to promote motivation and engagement in literacy learning. Deliberate efforts to partner with families in promoting literacy development.

Frequent opportunities for reteaching and distributed practice.

Intentional interweaving of skills such as phonics, morphology, and vocabulary to decode and encode, as well as to understand the meaning of words.

Foster motivation and engagement across explicit literacy lessons and interdisciplinary content areas.

Integration and scaffolding of intentional literacy instruction across content areas.

Why All Strands Must Be Explicitly Taught

Just as skilled reading depends on the integration of multiple strands, proficient writing develops through the coordinated instruction of all strands of the Writing Rope. No single strand is sufficient on its own; weakness in one area can limit overall writing performance.

Discussions of literacy instruction often center on reading, despite writing being equally critical to student achievement, and while skilled reading is widely recognized as a complex, multi-component process, writing is too often treated as a single, monolithic skill.

The Writing Rope: the Strands that Are Woven into Skilled Writing

Learn about the “writing rope” — a new model for understanding the interwoven elements that support writing. Get the basics on the five key strands and how to provide explicit instruction for each strand. - Reading Rockets

Effective literacy instruction relies on multiple sources of data. Each type of literacy data serves a distinct purpose and, when used together, provides a complete picture of student learning and instructional effectiveness.

Diagnostic Assessment Data

Formative Assessment Data

Progress Monitoring Data

Universal Screeners

Purpose: To evaluate overall literacy achievement and instructional effectiveness at the end of a period of learning

Purpose: To identify students who may be at risk for reading difficulties and determine the need for additional support

Purpose: To inform day to day literacy instructional decisions and adjust teaching in real time

Purpose: To identify specific literacy strengths and gaps in order to target instruction and interventions

Student Work Samples

Observational and Anecdotal Data

Student Feedback and Self-Assessment Data

Purpose: To provide authentic evidence of how students apply literacy skills in meaningful tasks

Purpose: To capture qualitative insights into students’ literacy engagement, strategy use and learning behaviors

Purpose: To include student voice in the literacy learning proces

Language Development

WIDA-informed literacy practices recognize that language development is foundational to learning across all content areas and that every student brings valuable linguistic and cultural assets into the classroom. Grounded in the WIDA Standards Framework, these practices intentionally integrate language, content, and cognition, ensuring that instruction is accessible, rigorous, and responsive to learners at varying levels of English language development. By designing literacy experiences that scaffold meaning, promote academic discourse, and honor students’ home languages and identities, educators create learning environments where multilingual learners—and all students—can engage deeply, demonstrate understanding in multiple ways, and build toward independence and academic success.

Writing & Expression, WIDA-Informed

Reading & Comprehension, WIDA-Informed

• Literacy instruction explicitly supports students in navigating complex texts, including disciplinary vocabulary, syntax, and text structures.
• Educators model and teach comprehension strategies using oral language, shared reading, and collaborative discussion.
• Background knowledge is intentionally activated and built, recognizing that cultural and linguistic experiences vary across learners.

• Writing instruction provides multilingual learners with models, mentor texts, and opportunities to compose across genres and disciplines.
• Teachers support students in developing language forms and conventions within authentic writing tasks.
• Feedback focuses on meaning and communication first, with attention to language accuracy as part of a growth process.

WIDA Standards

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Don't forget to explore along the way! If you're looking for something specific, check out the table of contents and click on your topic of interest to jump directly to it.

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ORAL LANGUAGE The foundation of all literacy learning begins with the innate abilities of speaking and listening. This foundation includes the understanding of how words sound, what they mean, and how words are combined to comprehend and communicate meaning through speech.

Why it Matters

Frequent exposure to language, print, and conversation builds vocabulary, background knowledge, and oral language skills that directly support reading comprehension and writing development.

Our kids develop stronger motivation, confidence, and habits of mind that transfer to school-based learning when literacy is part of everyday home routines. Reading together, talking about ideas, or using words in every-day situations - like cooking or reading directions - all build strong readers.

Reinforcing skills across settings and providing consistent opportunities to practice and apply literacy, particularly for students who may need additional exposure, scaffolding, or culturally responsive connections to learning builds family bonds and strengthens literacy.

Hover the mouse over each phrase to learn more

Themed Reading Nights

Storytelling and Journaling

Practical Literacy

Book Rewards

Reading Buddies

Book-Movie Night

Literacy Games

Daily Rituals

Read Together

Leaders drive strong literacy outcomes by giving teams clear, evidence-based toolkits and routines they can use every day. They require systematic and explicit instruction—well-sequenced lessons, clear modeling, guided practice, and consistent feedback—so all students have a reliable path to literacy success.

• Research-Aligned Strategies: Practical, evidence-based steps adaptable to local contexts.
• Instructional Routines: Day-to-day examples for core instruction, small-group support, and intervention.
• Data and Assessment Guidance: Selecting measures, analyzing data, and making informed instructional decisions.
• Professional Learning Support: Tools for coaching, study groups, and collaborative reflection.
• Implementation Resources: Checklists, templates, and prompts for monitoring and continuous improvement.

Key Benefits of Toolkits

• Leadership: LLTs use toolkits to set goals, monitor implementation, and align practices.
• Professional Learning: PLCs adopt toolkit modules for shared learning and reflection.
• Instructional Alignment: Teachers strengthen core instruction and targeted interventions using toolkit strategies.
• Data-Informed Decisions: Teams analyze data and adjust instruction using toolkit protocols.
• Continuous Improvement: Revisit toolkit resources to refine practices and celebrate progress.

How to Use Toolkits

Intentional interweaving of skills such as phonics, morphology, and vocabulary to decode and encode, as well as to understand the meaning of words.

Abundant access to culturally responsive and grade-appropriate literacy materials and opportunities for authentic use throughout the school day.

Systematic (presented in an intentionally planned sequence) and explicit (clear explanations with examples) instruction in phonological awareness (at the multi-syllabic level), phonics (decoding and encoding), word analysis, fluency, vocabulary, comprehension, and written composition/expression

Oral language and knowledge building through interactive read-alouds of age-appropriate books/texts (print and digital), extended conversations, and content study that draws connections to home cultures, languages, and experiences.

A mixture of strategically planned whole group, small group, and individualized instruction, using flexible, differentiated grouping strategies informed by observed and assessed strengths and needs.

Integration and scaffolding of intentional literacy instruction across content areas.

Deliberate efforts to promote motivation and engagement in literacy learning and to partner with families in promoting literacy development.

Foster motivation and engagement across explicit literacy lessons and interdisciplinary content areas.

Frequent opportunities for reteaching and distributed practice.

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In the Community

Out of Doors

In the Library

• When communities actively support literacy, students see reading, writing, speaking, and listening as relevant beyond school, increasing engagement, motivation, and sustained literacy development across grade level.

• Partnerships with community organizations strengthen equity by increasing access to literacy resources, mentors, and learning opportunities, particularly for students and families who may face barriers to traditional school-based supports.
• Real-world contexts—such as libraries, museums, workplaces, and cultural spaces— deepen comprehension and meaning-making while expanding knowledge, curiosity, and joy.

• Nature-based literacy experiences strengthen vocabulary, background knowledge, and comprehension by grounding language and concepts in concrete, observable experiences that make learning more meaningful and memorable.
• Literacy through outdoor and nature-based contexts increases motivation, attention, and sustained engagement, supporting deeper reading, writing, speaking, and listening across disciplines.
• Maine has an abundance of nature-spaces that are accessible, low-cost contexts for literacy learning that are welcoming spaces for multiple ways of knowing, observing, and communicating - supporting diverse learners.

• Equitable Access to Literacy and Learning: Public libraries provide free access to books, digital resources, technology, and information, reducing barriers to literacy and ensuring all learners can engage in reading and learning regardless of income or background.
• Community-Based Literacy Support: Libraries serve as welcoming hubs for literacy development, offering programs such as story times, tutoring, homework support, and family literacy events that strengthen skills across the lifespan.
• Lifelong Learning and Civic Engagement: Public libraries support curiosity, critical thinking, and informed citizenship by offering spaces and resources for independent learning, research, and community connection for people of all ages.

Literacy Festival

Mapping

Spark Curiosity

What Happened Here

Embedded Literacy

Calendar of Events

Poetry Snips

Story Walks

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Posts

Readers are required to quickly interpret language, visuals, and context while evaluating purpose, audience, and credibility. Creating and analyzing posts strengthens skills in concise writing, digital literacy, and critical thinking that are essential for navigating contemporary information spaces.

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Remember, you can navigate using the buttons at the bottom right and left to move through the guidance.

Don't forget to explore along the way! If you're looking for something specific, check out the table of contents and click on your topic of interest to jump directly to it.

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I’m PIP, your Playbook Integration Partner.

Remember, you can navigate using the buttons at the bottom right and left to move through the guidance.

Don't forget to explore along the way! If you're looking for something specific, check out the table of contents and click on your topic of interest to jump directly to it.

And remember—I'll be with you every step of the way. I'm only a click away!

I’m PIP, your Playbook Integration Partner.

Remember, you can navigate using the buttons at the bottom right and left to move through the guidance.

Don't forget to explore along the way! If you're looking for something specific, check out the table of contents and click on your topic of interest to jump directly to it.

And remember—I'll be with you every step of the way. I'm only a click away!

Engagement means building relationships among schools, families, and communities to support learning and development (Baker, Wise, Kelley, & Skiba, 2016). Effective, sustainable family engagement is culturally competent and responsive to all families; it is a shared responsibility of schools, families, and communities; it is continuous from birth throughout adulthood; it happens in homes, early care and education settings, schools, and communities; and it operates with capacity and partnerships.

Family Communication Strategies

Family Involvement Strategies

Family Engagement Strategies

Family Literacy Questions to Consider

Family Engagement Strategies

Literacy Activities for Families and Communities

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Active View of Reading

The Active View of Reading explains that reading requires both accurate word recognition and active meaning-making. Struggling readers may decode words correctly but still have difficulty understanding text without strong language skills and comprehension strategies. Instruction should support automatic word reading while also teaching students to think about, monitor, and make meaning from what they read. When students read actively, they are better able to understand and engage with complex texts across content areas.

The Active View of Reading builds upon the Simple View of Reading and Scarborough's Rope and incorporates newer research, adding such areas as active self-regulation. This video reviews what the evidence-based Active View of Reading Model is, some key ideas, and addresses some common misunderstandings.

Integrating the Active View of Reading with Wabanaki Studies

The Active View of Reading frames literacy as a dynamic, interactive process in which readers actively construct meaning by integrating the text, background knowledge, and cognitive strategies. Wabanaki Studies enhances this approach by providing rich, culturally grounded content, including oral stories, land-based knowledge, and tribal histories, which expand students’ schema and support deeper comprehension. By connecting Active View strategies to Wabanaki perspectives, educators foster engaged, critical, and culturally responsive readers who can navigate texts with curiosity, reflection, and understanding of both local and Indigenous contexts.

The Active View of Reading Duke and Cartwright, 2021

Book Lists

• American Library Association Reading Guides
• A collection of ALA's literature award winners and various notable reading lists.

• The Association of Library Services for Children (ALSC)
• The Association for Library Service to Children promotes reading and books through recommendations, compilations of lists, and related services. ALSC booklists are created as a resource for children's librarians to share with patrons. Parents and caregivers are encouraged to explore these titles to find resources that may match or spark their child's interest.

• Indigenous Book List
• Books by Wabanaki authors; Early Elementary, Upper Elementary, Grade 6-Adult as well as Indigenous (Non Wabanaki) Resources - and also what books to avoid - Maine DOE

• Maine Student Book Awards (MSBA)
• The Maine Student Book Award is designed to expand literary horizons of students in grades 4-8 by encouraging them to read, evaluate, and enjoy a selection of new books and to choose a statewide favorite by written ballot each spring. The list of nominated books is built by a committee of dedicated professionals who hold levels of expertise in middle-grade literature. The List is not designed to support any particular curriculum.

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Improving Fluency

Fluency is essential to high school literacy development because it allows students to read complex texts with enough accuracy and automaticity to focus on comprehension and critical thinking. When fluency is weak, cognitive effort is diverted from meaning-making, limiting students’ ability to engage deeply with academic content. The strategies in this diagram provide intentional, supported practice that strengthens fluency while maintaining a focus on understanding, enabling students to access grade-level texts and succeed across content areas.

Instrutional Foundations

Purposeful Fluency Instruction Emphasize that fluency supports understanding, not speed alone. Set clear purposes for rereading. Model Fluent Reading Teachers read short, complex passages aloud to demonstrate pacing, phrasing, and expression. Chunking Text Break longer or complex texts into manageable sections to reduce cognitive load and support accurate reading.

Oral Reading Strategies

Word-Level and Sentence-Level Support

Phrase-Cued TextsProvide text marked with natural pauses to support phrasing. Vocabulary and Morphology Support Pre-teach academic and content-specific vocabulary to reduce hesitations while reading. Sentence Deconstruction Break down long, complex sentences and practice reading them fluently.

Repeated ReadingEcho Reading Choral Reading Partner Reading Readers' Theater

Silent Reading and Processing

Guided Silent ReadingThe teacher sets a purpose, monitors, and follows up with discussion or annotation. Rereading for Meaning Student reread key sections to clarify confusion or deepen understanding, not just to increase speed.

High-Leverage Literacy Learning Routines

Think-Pair-Share

Turn & Talk

Stop & Jot

Literacy grows when students routinely interact with text through talk, writing, and metacognition using predictable structures that reduce cognitive load.

Literacy grows when students routinely interact with text through talk, writing, and metacognitionusing predictable structures that reduce cognitive load.

Literacy grows when students routinely interact with text through talk, writing, and metacognition using predictable structures that reduce cognitive load.

Monitoring Comprehension

Save the Last Word

Collaborative Annotation

Literacy grows when students routinely interact with text through talk, writing, and metacognition using predictable structures that reduce cognitive load.

Literacy grows when students routinely interact with text through talk, writing, and metacognition using predictable structures that reduce cognitive load.

Students don’t ‘pick up’ comprehension strategies - they need explicit modeling, guided practice, and gradual release.

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Remember, you can navigate using the buttons at the bottom right and left to move through the guidance.

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1. Start With Your Team

Begin by gathering your Literacy Leadership Team or the group responsible for planning and supporting literacy work. Review the playbook together to build a shared understanding of key concepts, roles, and expectations. Use the team-focused pages—such as roles, responsibilities, and meeting templates—to establish or refine your local structures.

Why All Strands Must Be Explicitly Taught

Just as skilled reading depends on the integration of multiple strands, proficient writing develops through the coordinated instruction of all strands of the Writing Rope. No single strand is sufficient on its own; weakness in one area can limit overall writing performance.

Discussions of literacy instruction often center on reading, despite writing being equally critical to student achievement, and while skilled reading is widely recognized as a complex, multi-component process, writing is too often treated as a single, monolithic skill.”

The Writing Rope: the Strands that Are Woven into Skilled Writing

Learn about the “writing rope” — a new model for understanding the interwoven elements that support writing. Get the basics on the five key strands and how to provide explicit instruction for each strand. - Reading Rockets

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Non-Evaluative Walkthroughs

A walkthrough form is a short, focused tool that helps leaders, coaches, and literacy teams observe instructional practices in real time. Unlike formal evaluations, walkthroughs are meant to be low-stakes and supportive—they offer a quick snapshot of what students are doing, what the teacher is doing, and how well classroom practices align with evidence-based literacy instruction and schoolwide goals.

To use a walkthrough form effectively, begin by identifying the specific practices you want to learn more about. Setting clear goals in advance helps ensure consistency and provides your team with meaningful data for reflection. During the walkthrough, keep observations brief and objective, capturing only what you see and hear. Afterward, use the form to guide team reflection, celebrate strengths, and identify areas that may benefit from additional support, modeling, or professional learning.

When used consistently, walkthrough forms create a shared picture of instruction across classrooms, help monitor progress over time, and support a culture of collaborative growth aligned with your numeracy priorities.

GET THESE WORKSHEETS HERE

Resource Alignment

Resource alignment is essential to effective literacy implementation and requires the intentional coordination of people, time, materials, and funding to meet student needs within an I-MTSS framework. Through data-informed decision-making, districts and schools align core instruction, targeted interventions, and intensive supports with staffing, schedules, professional learning, and evidence-based materials. Budgetary planning is essential to sustain this work by prioritizing investments that strengthen Tier 1 instruction, ensure timely access to intervention and progress monitoring, and support ongoing capacity building, resulting in a coherent, efficient system that maximizes resources to improve literacy outcomes for all learners.

MTSS

I-MTSS

In Maine, a Multi-Tiered System of Supports (MTSS) is a comprehensive framework that addresses the academic, behavioral, and social-emotional needs of each student in the most inclusive and equitable learning environment. More than a Response to Intervention (RTI), MTSS is a whole-school framework that organizes the people, programs, and policies into an integrated support system that begins in Tier 1. MTSS is a philosophy that organizes and leverages the systems that likely already exist in your school. It is a system that relies on more than just evidence-based curricula and identification processes. MTSS analyzes and organizes all available resources within the school context, such as people, facilities, time, data, curriculum & instruction, and any additional resources.

I-MTSS (Integrated MTSS) is a newer, more comprehensive version that explicitly integrates academic and social-emotional/behavioral supports into a cohesive system to improve student outcomes, with tools such as the Integrated Multi-Tiered Systems of Support Fidelity Rubric (IMFR) to assess its implementation. Think of MTSS as the foundational concept, and I-MTSS as a more robust, unified approach that centers all students and honors diverse ways of knowing. The Maine Literacy Playbook is grounded in an I-MTSS framework where Tier I instruction is the primary driver of literacy outcomes, even when not always labeled as a separate section. The Playbook’s core instructional practices—high-quality, evidence-based literacy instruction, integration of reading and writing (“writing to read”), knowledge-building through content, and inclusive access for all learners—are intended to strengthen universal instruction first. In that sense, Tier I is not a preliminary step outside the plan; it is the plan’s baseline expectation. Instead of asking, "Why isn't the curriculum working for these students?" we ask, "Why isn't the curriculum working for all students? "

In Simple Terms: MTSS: "Let's use data to give everyone a little help, some groups more help, and a few the most help, for both learning and behavior."

In Simple Terms: I-MTSS: "Let's make that even more unified—academic help and behavior help work hand-in-hand at every level, so no student falls through the cracks."

Resources & Templates to Support MTSS/I-MTSS

Notecatcher

Literacy in Mathematics/Numeracy

Literacy is integral to mathematics and numeracy, supporting how students make sense of problems, reason quantitatively, and communicate mathematical thinking. Reading, writing, speaking, and visual representation help learners interpret mathematical language, symbols, and data, while articulating strategies and justifying solutions. When literacy is intentionally embedded in mathematics instruction, students deepen conceptual understanding, strengthen problem-solving skills, and develop the confidence to explain and apply mathematics across contexts.

SPEAKING & LISTENING

READ

WRITE

VOCABULARY

COMPREHENSION

Mathematics assigns precise meanings to terms; understanding when and how to use them is vital

Listening to and responding to others’ reasoning, a key element in mathematics

Reading scenarios, understanding context, and applying modeling strategies

Justifying ideas and constructing applied scenarios

Knowing key ideas and grounding new questions in established facts

“6 Ways to Merge Literacy with Mathematics” - Edutopia, 2023

“Boost Math Literacy: 6 Strategies to Enhance Student Engagement” - Carnegie Learning, 2022

“Disciplinary Literacy in Mathematics” - Wisconsin Department of Education

“Literacy in Math: A Conversation with Bob Janes” - Center for Professional Education of Teachers

Engagement means building relationships among schools, families, and communities to support learning and development (Baker, Wise, Kelley, & Skiba, 2016). Effective, sustainable family engagement is culturally competent and responsive to all families; it is a shared responsibility of schools, families, and communities; it is continuous from birth throughout adulthood; it happens in homes, early care and education settings, schools, and communities; and it operates with capacity and partnerships.

Family Communication Strategies

Family Involvement Strategies

Family Engagement Strategies

Family Literacy Questions to Consider

Family Engagement Strategies

Literacy Activities for Families and Communities

Celebrations

• Creating Inclusive Literacy Celebrations
• Special literacy events and celebrations can be a great way to get kids excited about books and reading. But for kids who struggle with reading, these kinds of events can challenge their self-confidence. Here are 15 strategies to help you plan a successful, joyful reading event for all kinds of readers and learners.

• National Poetry Month
• National Poetry Month in April is a special occasion to celebrate the importance of poets and poetry in our culture.

• Read Across America
• The National Education Association (NEA) is excited to bring you Read Across America year-round to help you motivate kids to read, bring the joys of reading to students of all ages, and make all children feel safe, valued, and welcome.

Book Clubs

Try a "genre specific" club - where every book you tackle is a mystery, or historical, or a science fiction adventure, or...

Host a "many options" Book Club where everyone reads a different title from the same section of the library

Cookbooks and sampling the efforts are a Book Club Dream Team. Be sure to use school resources for equity and check for allergies ahead of time

Resources:

• Book Club Basics
• Book clubs should celebrate reading! Here are ideas from the NEA to get you started.
• How to Run a Book Club for Kids and Teens
• Book clubs are a wonderful way for kids and teens to share their love of reading, and are a great way to meet other kids. -Vancouver Public Library

Combine books and games with special clubs devoted to these pairings. Perhaps a round of Life and a work of Jane Austen? Perhaps the class could re-do the game to match the book?

Head to the Non-Fiction - read up on dog breeds and training, then watch Agility Trials or Westminster - or write bios of pets at home!

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Effective literacy instruction relies on multiple sources of data. Each type of literacy data serves a distinct purpose and, when used together, provides a complete picture of student learning and instructional effectiveness.

Diagnostic Assessment Data

Formative Assessment Data

Progress Monitoring Data

Universal Screeners

Purpose: To evaluate overall literacy achievement and instructional effectiveness at the end of a period of learning

Purpose: To identify students who may be at risk for reading difficulties and determine the need for additional support

Purpose: To inform day to day literacy instructional decisions and adjust teaching in real time

Purpose: To identify specific literacy strengths and gaps in order to target instruction and interventions

Student Work Samples

Observational and Anecdotal Data

Student Feedback and Self-Assessment Data

Purpose: To provide authentic evidence of how students apply literacy skills in meaningful tasks

Purpose: To capture qualitative insights into students’ literacy engagement, strategy use and learning behaviors

Purpose: To include student voice in the literacy learning proces

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Graphic Novels

By integrating visual and textual information, graphic novels strengthen comprehension, inference, and sequencing skills. By making meaning across images, dialogue, and narrative structure, readers build fluency, engagement, and confidence with complex texts.

Magazines

Engaging, authentic texts that build background knowledge, vocabulary, and comprehension across a wide range of interests and reading levels. Their varied formats—articles, visuals, captions, and features—help readers practice navigating real-world texts while sustaining motivation and choice.

Literacy in Life

Literacy is essential to functional life skills, enabling individuals to navigate everyday tasks, make informed decisions, and participate independently in their communities. Reading, writing, speaking, and numeracy support understanding schedules, forms, instructions, digital tools, and real-world information. When literacy is intentionally embedded in functional life skills instruction, learners build confidence, self-advocacy, and practical competence, connecting academic learning to meaningful, authentic applications in daily life.

SPEAKING & LISTENING

READ

WRITE

VOCABULARY

COMPREHENSION

Participating in meetings, interviews, presentations, and collaborative discussions; actively listening and responding to colleagues and supervisors

Understanding workplace documents, emails, manuals, and instructions to extract relevant information and make informated decisions

Applying key concepts such as workplace norms, problem-solving strategies, and professional expectations to real-world scenarios

Using precise, context-appropriate terminology to communicate effectively in professional and real-life settings

Communicating clearly through emails, reports, resumes, cover letters, and professional documentation

“Defining Deeper Learning and 21st Century Skills” - National Academies

“How Important is Teaching Literacy in All Content Areas?” - Edutopia, 2010

“Life, Career, Abilities” - Technical Assistance Center of New York

“What Are Basic Literacy Skills?” - The Literacy Project

Community Inventory Templates

Community Connections- Outdoors

Community Connections- In the Library

 Literacy in Social Studies/History

Literacy is central to social studies and history, shaping how students investigate the past, analyze multiple perspectives, and understand civic life. Through reading, writing, discussion, and visual analysis, learners engage with primary and secondary sources, evaluate evidence, and construct informed interpretations of events and ideas. When literacy is intentionally embedded in social studies instruction, students develop critical thinking, historical reasoning, and the ability to communicate claims clearly—skills essential for informed citizenship and meaningful engagement with the world.

SPEAKING & LISTENING

READ

WRITE

VOCABULARY

COMPREHENSION

Listening to and responding to others’ theories, a critical component of social science discourse

Decoding documents, newspapers, and primary source materials

Expressing ideas about historical events and their impact on the present and future

Understanding historical and contemporary documents requires a rich vocabulary

Knowing key ideas and grounding new questions in established facts

“Literacy...A Framework to Support Your Classroom” - Social Studies Blog, 2024

“Literacy Across the Disciplines: Social Studies” - Ohio Department of Education

“Primary Sources and Standards” - Library of Congress

“What is Social Studies Literacy: How Educators in the Field Teach Reading” - EdWeek, 2024

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I’m PIP, your Playbook Integration Partner.

Remember, you can navigate using the buttons at the bottom right and left to move through the guidance.

Don't forget to explore along the way! If you're looking for something specific, check out the table of contents and click on your topic of interest to jump directly to it.

And remember—I'll be with you every step of the way. I'm only a click away!

 Literacy in Social Studies/History

Literacy is central to social studies and history, shaping how students investigate the past, analyze multiple perspectives, and understand civic life. Through reading, writing, discussion, and visual analysis, learners engage with primary and secondary sources, evaluate evidence, and construct informed interpretations of events and ideas. When literacy is intentionally embedded in social studies instruction, students develop critical thinking, historical reasoning, and the ability to communicate claims clearly—skills essential for informed citizenship and meaningful engagement with the world.

SPEAKING & LISTENING

READ

WRITE

VOCABULARY

COMPREHENSION

Listening to and responding to others’ theories, a critical component of social science discourse

Decoding documents, newspapers, and primary source materials

Expressing ideas about historical events and their impact on the present and future

Understanding historical and contemporary documents requires a rich vocabulary

Knowing key ideas and grounding new questions in established facts

“Literacy...A Framework to Support Your Classroom” - Social Studies Blog, 2024

“Literacy Across the Disciplines: Social Studies” - Ohio Department of Education

“Primary Sources and Standards” - Library of Congress

“What is Social Studies Literacy: How Educators in the Field Teach Reading” - EdWeek, 2024

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Effective literacy instruction relies on multiple sources of data. Each type of literacy data serves a distinct purpose and, when used together, provides a complete picture of student learning and instructional effectiveness.

Universal Screeners

Diagnostic Assessment Data

Formative Assessment Data

Progress Monitoring Data

Purpose: To evaluate overall literacy achievement and instructional effectiveness at the end of a period of learning

Purpose: To identify students who may be at risk for reading difficulties and determine the need for additional support

Purpose: To inform day to day literacy instructional decisions and adjust teaching in real time

Purpose: To identify specific literacy strengths and gaps in order to target instruction and interventions

Student Work Samples

Observational and Anecdotal Data

Student Feedback and Self-Assessment Data

Purpose: To provide authentic evidence of how students apply literacy skills in meaningful tasks

Purpose: To capture qualitative insights into students’ literacy engagement, strategy use and learning behaviors

Purpose: To include student voice in the literacy learning proces

Literacy at Work

Modern literacies reposition literacy as a suite of capabilities that support participation in economic, civic, and cultural life. These competencies prepare learners not just for specific jobs but for lifelong capacity building and career mobility across sectors.

TOOLS

INFORMATION

VOCABULARY

ETHICS

ACCESS

Scaffold supports and structures to ensure all learners - including multilingual learners and striving readers - can engage meaningfully.

Critical use of digital tools - not just access, but thoughtful application and pivoting with new technologies.

Interpretation of multimodal information - understanding audio, visual, interactive, and textual knowledge.

Meaning-making in context - synthesizing insights across fields, disciplines, and cultural perscpectives.

Ethical engagement with information - navigating misinformation, AI outputs, and socially complex issues.

“Career Readiness, Life Literacies and Key Skills” - New Jersey Student Learning Standards

“Introduction to New Literacies” - Maine Department of Education

“Modern Literacies: Helping our Students Navigate our Complex World” - Corwin Connect

“Defining Deeper Learning and 21st Century Skills” - National Academies

Occupational Literacy Competencies

Critical Thinking & Problem Solving

Ethical, Social & Cultural Intelligence

Adaptability & LIfelong Learning

Communication & Collaboration

Digital & Media Literacy

Welcome to the Maine Department of Education's Literacy Playbook

The Maine Department of Education is pleased to introduce this resource to support the development of strong literacy systems across Maine schools. As educators and leaders work together to strengthen thinking for all learners, we are committed to providing guidance that is relevant, responsive, and tailored to the unique and diverse needs of Maine’s communities. This playbook is designed to combine practical guidance, research-informed strategies, and planning tools in one accessible resource. Whether your team is beginning to explore how to strengthen literacy or working to deepen and sustain existing efforts, you will find ideas, structures, and supports to guide your work. Because building strong systems is an ongoing process, this playbook is intended to be used as a living resource. As new insights, practices, and examples emerge from across the state, updates will continue to strengthen and refine this guide to support Maine educators and leaders in fostering a culture of literacy for every learner.

NAVIGATION

• Explore at your own pace.
• Dive deep or get just what you need.
• Review sample guidance and implementation frameworks.

• And so much more!

Next

BACK

To navigate this toolkit step by step, use the "NEXT" and "BACK" buttons found at the bottom of each page. You can also use the arrow keys on your keyboard or swipe to the left and right on touch screen.

In the upper left-hand corner, you'll find the menu button where you can quickly access the sections of the toolkit.

In the upper right-hand corner of all interactive windows, you'll find the exit button. You can also use the ESC key on your keyboard.

You'll find the "interactive reveal" button, which shows all interactive elements on the page.

Thank you for your continued commitment to ensuring Maine’s students develop strong literacy that supports success in school and beyond.

Blogs

Blogs support literacy by offering authentic, regularly updated texts that connect reading and writing to real audiences and purposes. Engaging with blogs builds comprehension, voice, and critical evaluation skills as readers navigate perspective, credibility, and digital conventions.

Cereal Boxes

Immersing readers in functional, real-world text that combines words, images, numbers, and design, reading labels, directions, and claims builds vocabulary, comprehension, and critical thinking as learners interpret information and purpose in everyday contexts.

Posts

Readers are required to quickly interpret language, visuals, and context while evaluating purpose, audience, and credibility. Creating and analyzing posts strengthens skills in concise writing, digital literacy, and critical thinking that are essential for navigating contemporary information spaces.

Evidence-Based Instructional Moves

What the Research Tells Us About High School Writing

Across decades of studies and practice guides, several findings are consistent: Writing improves when instruction is explicit and sustained. Students benefit from strategies they can reuse, not one-time prompts. Writing is both a cognitive and metacognitive process that requires planning, monitoring, and revising. Adolescents write more effectively when they understand purpose, audience, and discipline-specific expectations Writing instruction must align to standards, assessment expectations, and real academic tasks. Effective writing instruction, therefore, makes the thinking behind writing visible, supports students in managing complexity, and gradually releases responsibility.

Speaking and Listenting

Speaking and listening are foundational skills that extend far beyond basic communication—they are essential for success in middle school education and beyond. In the secondary classroom, students are expected not only to absorb complex ideas but also to articulate their own thinking, engage in reasoned discussion, and collaborate effectively with peers. Strong speaking and listening skills support critical thinking, foster academic confidence, and enable students to participate meaningfully in a variety of contexts,

Ideas to Support Speaking and Listening

Formative Literacy Assessment Across Content Areas

The need to assess a student’s mastery of literacy skills and adjust instruction to continue developing those skills is ongoing. What is Formative Assessment? Formative by Newsela provides a detailed description of the rationale and practical applications of content-area-agnostic formative assessment.

Formative Assessment Strategies for Literacy Across the Curriculum

Weekly Quizzes

Surveys & Polls

Self-Reflections

Classroom Activities

Homework Assignments

Exit Tickets

Quick tools used to gather student perspectives, interests, and confidence levels, helping educators tailor literacy instruction and increase relevance and engagement. Look for: Use of student voice data to adapt instruction, materials, and engagement strategies.

Short, low-stakes checks for understanding that help monitor students’ comprehension and skill development over time, allowing educators to adjust instruction and reinforce key literacy concepts. Look for: Regular, standards-aligned checks with timely instructional adjustments based on results.

Structured opportunities for students to think about their reading, writing, and thinking processes, building metacognition and helping them set goals for continued literacy growth. Look for: Students articulating their reading/writing thinking, goals, and next steps.

Independent practice tasks that extend literacy learning beyond the classroom, reinforcing skills such as reading comprehension, writing fluency, and vocabulary development. Look for: Purposeful practice aligned to classroom literacy targets—not compliance-based tasks.

Interactive, in-the-moment learning experiences (e.g., discussions, annotations, writing tasks) that provide immediate insight into student understanding and support active literacy engagement. Look for: Active literacy engagement (discussion, writing, annotation) with visible evidence of thinking.

Brief end-of-lesson responses that capture students’ understanding of key literacy concepts, providing immediate feedback to guide next steps in instruction. Look for: Clear evidence of daily understanding used to inform immediate next instructional moves.

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7. Adapt to Your Context

Every school and district begins from a different place. Use the playbook flexibly—adapt examples, personalize templates, and integrate tools into your existing systems. The goal is not perfection; it is consistent growth supported by shared vision, strong systems, and high-quality instruction.

Evidence-Based Writing Instruction in Secondary Classrooms

Writing is a cornerstone of middle school literacy and a primary vehicle for learning, thinking, and communicating across disciplines. Research is clear: students do not become stronger writers simply by writing more. They improve when writing is explicitly taught, strategically scaffolded, and intentionally practiced over time.

What the Research Tells Us About Secondary Writing

Across decades of studies and practice guides, several findings are consistent:

• Writing improves when instruction is explicit and sustained.
• Students benefit from strategies they can reuse, not one-time prompts.
• Writing is both a cognitive and metacognitive process that requires planning, monitoring, and revising.
• Adolescents write more effectively when they understand purpose, audience, and discipline-specific expectations.
• Writing instruction must align to standards, assessment expectations, and real academic tasks.

Effective writing instruction, therefore, makes the thinking behind writing visible, supports students in managing complexity, and gradually releases responsibility.

 Literacy in Wabanaki Studies

Literacy in Wabanaki Studies extends beyond reading and writing to include oral tradition, storytelling, visual symbolism, land-based knowledge, and community memory as vital forms of meaning-making. For generations, Wabanaki Nations have transmitted history, ecological knowledge, governance, and cultural values through spoken word, seasonal practices, material arts, and language. Integrating Wabanaki perspectives into literacy instruction honors these longstanding knowledge systems while strengthening students’ vocabulary, background knowledge, narrative understanding, and critical thinking. By engaging with tribally endorsed texts, oral histories, and place-based learning experiences, students develop not only foundational literacy skills, but also a deeper understanding of Wabanaki histories, living cultures, and enduring relationships to land and community.

PLACE

PEOPLE

ANIMALS

LANGUAGE

MAPPING

Vital in Wabanaki storytelling, carrying cultural meanings, worldview, and identity through Indigenous words, rhythms, and expressions that sustain the living traditions

Place grounds narratives in the lands and waters of the homelands and conveying cultural knowledge, relationships, and responsibilities

Knowledge is carried through generations by community members whose voices, experiences, and relationships sustain the cultural teachings and living traditions

Connects stories to specific landscapes and journeys, helping people understand relationships, movement, and meaning across homelands

Often serving as teachers and relatives whose actions convey lessons about balance, respect, and relationships within the natural world

Wabanaki Storytelling

Wabanaki Studies, Maine DOE

ABBE Museum

Culturally Responsive

Maine is fortunate to be home to people and traditions from around the world as well as thriving, vibrant indigenous communities. Click HERE to learn more about the Wabanaki Nations, their languages, cultural traditions, and what’s happening in communities today.

Culturally Responsive Teaching (CRT) is an instructional approach that recognizes and values students’ cultural, linguistic, and lived experiences as assets for learning. It intentionally connects instruction to students’ identities and backgrounds to make learning more meaningful, accessible, and rigorous—while maintaining high expectations for ALL learners.

Culturally Responsive Teaching and Why it Matters for Foundational Literacy Skills Instruction for ALL Learners

Literacy is not culturally neutral—it is developed, expressed, and applied through language, identity, context, and social interaction. By grounding literacy instruction in students’ lived experiences, community knowledge, and cultural texts and practices, educators make reading and writing more meaningful and relevant, supporting deeper comprehension and transfer across contexts. Culturally responsive literacy instruction strengthens reading, writing, and discourse. This approach ensures that all learners—particularly multilingual learners and those historically underserved—develop strong, flexible, and enduring literacy skills.

Culturally responsive teaching strengthens foundational reading instruction by ensuring that phonological awareness, phonics, fluency, vocabulary, and comprehension are taught in ways that are meaningful, accessible, and affirming for multilingual learners—without reducing rigor.

CRT Does NOT Change

CRT Changes

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Literacy in Mathematics/Numeracy

Literacy is integral to mathematics and numeracy, supporting how students make sense of problems, reason quantitatively, and communicate mathematical thinking. Reading, writing, speaking, and visual representation help learners interpret mathematical language, symbols, and data, while articulating strategies and justifying solutions. When literacy is intentionally embedded in mathematics instruction, students deepen conceptual understanding, strengthen problem-solving skills, and develop the confidence to explain and apply mathematics across contexts.

SPEAKING & LISTENING

READ

WRITE

VOCABULARY

COMPREHENSION

Mathematics assigns precise meanings to terms; understanding when and how to use them is vital

Listening to and responding to others’ reasoning, a key element in mathematics

Reading scenarios, understanding context, and applying modeling strategies

Justifying ideas and constructing applied scenarios

Knowing key ideas and grounding new questions in established facts

“6 Ways to Merge Literacy with Mathematics” - Edutopia, 2023

“Boost Math Literacy: 6 Strategies to Enhance Student Engagement” - Carnegie Learning, 2022

“Disciplinary Literacy in Mathematics” - Wisconsin Department of Education

“Literacy in Math: A Conversation with Bob Janes” - Center for Professional Education of Teachers

More Inspiration

“10 Ways to Promote a Culture of Literacy” - ASCD, 2017

“Building a Culture of Literacy” - International Literacy Association, 2017

“Create a Culture of Literacy” - Mackin Learning, 2022

Literacy at Work

Modern literacies reposition literacy as a suite of capabilities that support participation in economic, civic, and cultural life. These competencies prepare learners not just for specific jobs but for lifelong capacity building and career mobility across sectors.

TOOLS

INFORMATION

VOCABULARY

ETHICS

ACCESS

Scaffold supports and structures to ensure all learners - including multilingual learners and striving readers - can engage meaningfully.

Critical use of digital tools - not just access, but thoughtful application and pivoting with new technologies.

Interpretation of multimodal information - understanding audio, visual, interactive, and textual knowledge.

Meaning-making in context - synthesizing insights across fields, disciplines, and cultural perscpectives.

Ethical engagement with information - navigating misinformation, AI outputs, and socially complex issues.

“Career Readiness, Life Literacies and Key Skills” - New Jersey Student Learning Standards

“Introduction to New Literacies” - Maine Department of Education

“Modern Literacies: Helping our Students Navigate our Complex World” - Corwin Connect

“Defining Deeper Learning and 21st Century Skills” - National Academies

Occupational Literacy Competencies

Critical Thinking & Problem Solving

Ethical, Social & Cultural Intelligence

Adaptability & LIfelong Learning

Communication & Collaboration

Digital & Media Literacy

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I’m MARTIN, your Maine ARTificial INtelligence Guide on the Side.

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Essential Literacy Application for Middle School

Advanced word analysis with emphasis on morphology (prefixes, suffixes, roots), academic word families, and strategies for determining the meaning of unfamiliar words in discipline-specific texts.

Comprehension development using increasingly complex grade-level texts, including explicit instruction in text structures, inferencing, summarization, evidence-based reasoning, and strategic use of comprehension processes.

Vocabulary development integrated with content learning, including explicit instruction in Tier 2 and Tier 3 terms, conceptual word networks, and discipline-specific language.

Written composition and academic writing across genres, including planning, drafting, revising, editing, argumentation, explanation, narrative techniques, and discipline-specific writing conventions.

Reading fluency with complex texts, emphasizing phrasing, prosody, and efficient navigation of discipline-specific structures and features (e.g., graphs, diagrams, primary sources).

Sentence-level skills, including grammar, syntax, and sentence construction strategies that support clarity, coherence, and comprehension of complex academic texts.

Critical reading and evaluation of multimodal sources (e.g., digital texts, media, data displays) to build information literacy, analysis, and synthesis skills..

Oral academic language development through structured discussions, collaborative problem-solving, and content-specific discourse routines.

Strategic use of background knowledge and knowledge-building experiences to support comprehension across all disciplines.

Literacy Leadership Team

The Literacy Leadership Team (LLT) is charged with guiding the development, implementation, monitoring, and continuous improvement of the school’s literacy system. The team ensures alignment with the Maine State Literacy Action Plan, research-based literacy practices, and school-wide goals, while also intentionally integrating Maine Learning Results and multiple perspectives into literacy instruction. This approach guarantees that all students develop proficiency and growth in reading, writing, critical thinking, and culturally responsive literacy.

Key responsibilities of the LLT include:

• Integrating resources into literacy curriculum and intervention systems
• Vetting materials to ensure the use of authentic resources and embedding multiple literacies, including oral, visual, and land-based knowledge, into instruction and assessment
• Supporting professional learning for educators on culturally responsive literacy practices
• Engaging families and community organizations as partners in literacy development
• Intentional integration of the Maine Learning Results

Membership should include, but is not limited to:

• Building administration
• Literacy coach or reading specialist
• Representative from Special Education
• Specialist in multilingual learning or ESOL
• Assessment or data coordinator
• Classroom teachers
• Optional parent or community members

Recipes

Readers are required to sequence steps, interpret precise language, and apply vocabulary in meaningful, real-world contexts when reading a recipe. Following and creating recipes strengthens comprehension, procedural reading, and the ability to translate text into action.

How to Use Literacy Leadership Team Worksheets

Forming a Literacy Leadership Team that represents your school or school system’s culture to guide decision-making and support the design and implementation of a comprehensive approach to literacy development is crucial to success. A Literacy Leadership Team should include administrators, instructional coaches, classroom teachers, special educators, ESOL teachers, interventionists, support staff, and parents. It should also meet regularly to guide the ongoing work of designing and supporting implementation of your comprehensive approach. The tools that follow in this section can support your Literacy Leadership Team in assessing strengths and needs, designing a comprehensive approach, and planning ongoing meeting agendas. Use your discretion in adapting resources, such as the agendas, to meet your team’s identified needs and action plan implementation.

GET THESE WORKSHEETS HERE

Core Tenets Grades 9-Diploma

How to Use This:

• Scan the tenets to gain a broad overview of what comprehensive secondary literacy requires.
• Identify strengths by noting which tenets your school or classroom already supports well.
• Spot opportunities by looking for tenets that are less developed or missing in your current structures.
• Use it in teams—PLC meetings, literacy teams, or cross-content planning sessions—to build shared understanding and align efforts.
• Return to it regularly as you design curriculum, choose strategies, or evaluate progress. The tenets offer a quick, consistent reference point for decision-making.

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Middle SchoolLiteracy Strategies and Resources

Structured and Scaffolded Instruction

Building Background Knowledge Through Content

Resources

AdLit - Classroom ideas, video modules, and strategy guides to support comprehension, vocabulary, content-area reading, and writing.The Reading League - Interventions, vocabulary instruction, comprehension support, and strategies to support students' understanding of complex texts. WesTED - Vocabulary instruction, comprehension strategies, text discussion, intensive intervention resources to support students who need more structured practices. Readworks - Resources to support building background knowledge, vocabulary, and reading comprehension. National Center on Improving Literacy - Evidence-based literacy resources to support literacy-related disabilities and struggling readers.

Effective instruction involves modeling, guided practices, scaffolding, and opportunities for discussion and deep engagement with texts.

To support comprehension, use informational texts, nonfiction, and cross-disciplinary reading to build content knowledge and vocabulary.

Activate Prior Knowledge

Explicit Vocabulary Instruction

Having students think about what they already know before engaging with new texts is a key component of comprehension. Activating prior knowledge can be achieved through a KWL chart, discussion, brainstorming, and related methods.

A core recommendation in research-based practice guides for adolescent literacy is to provide students with strategies for learning new words independently.

Support Student's Organization of Knowledge

Comprehension Strategies

Teaching and modeling comprehension strategies like summarizing, questioning, visualizing, monitoring understanding, summarizing main ideas, asking/answering questions, making inferences, etc.

Support student organization and connect new information and vocabulary from texts with graphic organizers, concept maps, semantic organizers, etc.

Resource Alignment

Resource alignment is essential to effective literacy implementation and requires the intentional coordination of people, time, materials, and funding to meet student needs within an I-MTSS framework. Through data-informed decision-making, districts and schools align core instruction, targeted interventions, and intensive supports with staffing, schedules, professional learning, and evidence-based materials. Budgetary planning is essential to sustain this work by prioritizing investments that strengthen Tier 1 instruction, ensure timely access to intervention and progress monitoring, and support ongoing capacity building, resulting in a coherent, efficient system that maximizes resources to improve literacy outcomes for all learners.

Types of Literacy Data

Effective literacy instruction relies on multiple sources of data. Each type of literacy data serves a distinct purpose and, when used together, provides a complete picture of student learning and instructional effectiveness.

Formative Assessment Data

Student Work Samples

Diagnostic Assessment Data

Purpose: To provide authentic evidence of how students apply literacy skills in meaningful tasks

Purpose: To inform day to day literacy instructional decisions and adjust teaching in real time

Purpose: To identify specific literacy strengths and gaps in order to target instruction and interventions

Progress Monitoring Data

Observational and Anecdotal Data

Purpose: To evaluate overall literacy achievement and instructional effectiveness at the end of a period of learning

Purpose: To capture qualitative insights into students’ literacy engagement, strategy use and learning behaviors

Universal Screeners

Student Feedback and Self-Assessment Data

Purpose: To identify students who may be at risk for reading difficulties and determine the need for additional support

Purpose: To include student voice in the literacy learning process

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Formative Literacy Assessment Across Content Areas

The need to assess a student’s mastery of literacy skills and adjust instruction to continue developing those skills is ongoing. What is Formative Assessment? Formative by Newsela provides a detailed description of the rationale and practical applications of content-area-agnostic formative assessment.

Formative Assessment Strategies for Literacy Across the Curriculum

Weekly Quizzes

Surveys & Polls

Self-Reflections

Classroom Activities

Homework Assignments

Exit Tickets

Quick tools used to gather student perspectives, interests, and confidence levels, helping educators tailor literacy instruction and increase relevance and engagement. Look for: Use of student voice data to adapt instruction, materials, and engagement strategies.

Short, low-stakes checks for understanding that help monitor students’ comprehension and skill development over time, allowing educators to adjust instruction and reinforce key literacy concepts. Look for: Regular, standards-aligned checks with timely instructional adjustments based on results.

Structured opportunities for students to think about their reading, writing, and thinking processes, building metacognition and helping them set goals for continued literacy growth. Look for: Students articulating their reading/writing thinking, goals, and next steps.

Independent practice tasks that extend literacy learning beyond the classroom, reinforcing skills such as reading comprehension, writing fluency, and vocabulary development. Look for: Purposeful practice aligned to classroom literacy targets—not compliance-based tasks.

Interactive, in-the-moment learning experiences (e.g., discussions, annotations, writing tasks) that provide immediate insight into student understanding and support active literacy engagement. Look for: Active literacy engagement (discussion, writing, annotation) with visible evidence of thinking.

Brief end-of-lesson responses that capture students’ understanding of key literacy concepts, providing immediate feedback to guide next steps in instruction. Look for: Clear evidence of daily understanding used to inform immediate next instructional moves.

Vetting High Quality Professional Learning

Assessment Integration

Reseach-Based Pedagogy

Equity and Inclusion

Standards Alignment

Student Engagement

High Quality Content

Teacher Usability

Format Flexablity

Continous Improvement

Action Research Cycle (for teachers/schools)

Teaching Cycle (for teachers/schools)

Poetry

Poetry sharpens attention to language, sound, and meaning, helping readers develop vocabulary, inference, and interpretive skills. Its brevity and emotional resonance invite close reading and personal connection, making complex ideas accessible while encouraging expressive and reflective thinking.

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Engagement means building relationships among schools, families, and communities to support learning and development (Baker, Wise, Kelley, & Skiba, 2016). Effective, sustainable family engagement is culturally competent and responsive to all families; it is a shared responsibility of schools, families, and communities; it is continuous from birth throughout adulthood; it happens in homes, early care and education settings, schools, and communities; and it operates with capacity and partnerships.

Family Communication Strategies

Family Involvement Strategies

Family Engagement Strategies

Family Literacy Questions to Consider

Family Engagement Strategies

Literacy Activities for Families and Communities

Core Tenets Grades 6-12

How to Use This:

• Scan the tenets to gain a broad overview of what comprehensive secondary literacy requires.
• Identify strengths by noting which tenets your school or classroom already supports well.
• Spot opportunities by looking for tenets that are less developed or missing in your current structures.
• Use it in teams—PLC meetings, literacy teams, or cross-content planning sessions—to build shared understanding and align efforts.
• Return to it regularly as you design curriculum, choose strategies, or evaluate progress. The tenets offer a quick, consistent reference point for decision-making.

Argumentative Writing

Purpose: To make a claim and support it with logical reasoning and relevant evidence. Argumentative writing is emphasized heavily at the secondary level and appears across ELA, social studies, science, and technical subjects.

• Develop a clear claim or position
• Select relevant evidence from texts or data
• Explain why the evidence supports the claim
• Address counterclaims or alternative perspectives
• Maintain a formal, academic tone

Students Learn To:

Make the structure of the argument explicit Teachers name and model the components of effective arguments (claim, evidence, reasoning, counterclaim), helping students internalize what strong writing includes.

Teach a repeatable writing strategy Educators introduce and practice strategies such as: POW (Pick ideas, Organize notes, Write and say more) TREE (Topic sentence, Reasons, Evidence, Ending).

Scaffold reasoning language Sentence frames, transition words, and modeled explanations support students—especially multilingual learners—in articulating reasoning clearly.

Build goal-setting andself-monitoring Students set writing goals (e.g., “Explain my reasoning for each piece of evidence”) and check their work against strategy checklists before submission.

Use mentor texts to study argument craft Teachers analyze editorials, essays, speeches, or discipline-specific arguments with students, focusing on how writers develop and defend ideas.

Language Development

WIDA-informed literacy practices recognize that language development is foundational to learning across all content areas and that every student brings valuable linguistic and cultural assets into the classroom. Grounded in the WIDA Standards Framework, these practices intentionally integrate language, content, and cognition, ensuring that instruction is accessible, rigorous, and responsive to learners at varying levels of English language development. By designing literacy experiences that scaffold meaning, promote academic discourse, and honor students’ home languages and identities, educators create learning environments where multilingual learners—and all students—can engage deeply, demonstrate understanding in multiple ways, and build toward independence and academic success.

Writing & Expression, WIDA-Informed

Reading & Comprehension, WIDA-Informed

• Literacy instruction explicitly supports students in navigating complex texts, including disciplinary vocabulary, syntax, and text structures.
• Educators model and teach comprehension strategies using oral language, shared reading, and collaborative discussion.
• Background knowledge is intentionally activated and built, recognizing that cultural and linguistic experiences vary across learners.

• Writing instruction provides multilingual learners with models, mentor texts, and opportunities to compose across genres and disciplines.
• Teachers support students in developing language forms and conventions within authentic writing tasks.
• Feedback focuses on meaning and communication first, with attention to language accuracy as part of a growth process.

WIDA Standards

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Community and family literacy activities involve fun, shared experiences such as themed reading nights, book swaps, family game nights, storytelling, creating journals, and library trips, all centered on reading, writing, and talking to build skills playfully

Literacy Field Trips

Library Partnerships

Sponsor library visits, reading challenges, or create "book drops" in community spaces.

Visit museums, historical sites, or places that bring stories to life.

Family Literacy Nights

Volunteer Programs

Family Literacy Nights: Host events with guest readers (authors, community figures) or poetry slams. Book Swaps & Giveaways: Organize community book exchanges or distribute free books.

Have families volunteer as reading tutors or helpers in school reading programs.

Literacy in Music

Literacy is essential to music learning, supporting how students read, interpret, create, and respond to sound. Through reading, writing, listening, and discussion, learners make sense of musical notation, lyrics, structure, and cultural context while developing the language to describe and reflect on musical experiences. When literacy is intentionally integrated into music instruction, students strengthen listening and analytical skills, deepen musical understanding, and communicate artistic ideas with clarity and purpose.

SPEAKING & LISTENING

READ

WRITE

VOCABULARY

COMPREHENSION

Developing mental models for music that are closely tied to foundational literacy skills

Expressing opinions, formulating questions, and giving and receiving peer feedback

Interpreting musical notations, biographies, and theories

Music has its own language with specific terminology and meaning

Composing notations, lyrics, theories, and critiques

“Music Training Can be a Literacy Superpower” - Edutopia, 2022

“Tips for Teaching Literacy in Music Class” - Vicky Webber, blog, 2023

“Using Music to Teach Early Literacy Skills” - Capstone, 2020

“What Does Literacy in Music Look Like?” - New South Wales Department of Education

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Why it Matters

Frequent exposure to language, print, and conversation builds vocabulary, background knowledge, and oral language skills that directly support reading comprehension and writing development.

Our kids develop stronger motivation, confidence, and habits of mind that transfer to school-based learning when literacy is part of everyday home routines. Reading together, talking about ideas, or using words in every-day situations - like cooking or reading directions - all build strong readers.

Reinforcing skills across settings and providing consistent opportunities to practice and apply literacy, particularly for students who may need additional exposure, scaffolding, or culturally responsive connections to learning builds family bonds and strengthens literacy.

Hover the mouse over each phrase to learn more

Themed Reading Nights

Storytelling and Journaling

Practical Literacy

Book Rewards

Reading Buddies

Book-Movie Night

Literacy Games

Daily Rituals

Read Together

Why it Matters

Frequent exposure to language, print, and conversation builds vocabulary, background knowledge, and oral language skills that directly support reading comprehension and writing development.

Our kids develop stronger motivation, confidence, and habits of mind that transfer to school-based learning when literacy is part of everyday home routines. Reading together, talking about ideas, or using words in every-day situations - like cooking or reading directions - all build strong readers.

Reinforcing skills across settings and providing consistent opportunities to practice and apply literacy, particularly for students who may need additional exposure, scaffolding, or culturally responsive connections to learning builds family bonds and strengthens literacy.

Hover the mouse over each phrase to learn more

Themed Reading Nights

Storytelling and Journaling

Practical Literacy

Book Rewards

Reading Buddies

Book-Movie Night

Literacy Games

Daily Rituals

Read Together

Literacy at Work

Modern literacies reposition literacy as a suite of capabilities that support participation in economic, civic, and cultural life. These competencies prepare learners not just for specific jobs but for lifelong capacity building and career mobility across sectors.

TOOLS

INFORMATION

VOCABULARY

ETHICS

ACCESS

Scaffold supports and structures to ensure all learners - including multilingual learners and striving readers - can engage meaningfully

Critical use of digital tools - not just access, but thoughtful application and pivoting with new technologies

Interpretation of multimodal information - understanding audio, visual, interactive, and textual knowledge

Meaning-making in context - synthesizing insights across fields, disciplines, and cultural perscpectives

Ethical engagement with information - navigating misinformation, AI outputs, and socially complex issues

“Career Readiness, Life Literacies and Key Skills” - New Jersey Student Learning Standards

“Introduction to New Literacies” - Maine Department of Education

“Modern Literacies: Helping our Students Navigate our Complex World” - Corwin Connect

“Defining Deeper Learning and 21st Century Skills” - National Academies

Occupational Literacy Competencies

Critical Thinking & Problem Solving

Ethical, Social & Cultural Intelligence

Adaptability & LIfelong Learning

Communication & Collaboration

Digital & Media Literacy

Budget Review Form

Starting Point

Literacy Team

Routines Review

Elementary Literacy Strategies and Resources

I-MTSS

Secondary Literacy Strategies and Resources

I-MTSS Simplified

Secondary Literacy Profile

Professional Learning Plan

Occupational Literacy Competencies

Walkthrough Form

Policy Review

Community Inventory

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Remember, you can navigate using the buttons at the bottom right and left to move through the guidance.

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And remember—I'll be with you every step of the way. I'm only a click away!

Evidence-Based Instructional Moves

What the Research Tells Us About Middle School Writing

Across decades of studies and practice guides, several findings are consistent: Writing improves when instruction is explicit and sustained. Students benefit from strategies they can reuse, not one-time prompts. Writing is both a cognitive and metacognitive process that requires planning, monitoring, and revising. Adolescents write more effectively when they understand purpose, audience, and discipline-specific expectations Writing instruction must align to standards, assessment expectations, and real academic tasks. Effective writing instruction, therefore, makes the thinking behind writing visible, supports students in managing complexity, and gradually releases responsibility.

Speaking and Listenting

Speaking and listening are foundational skills that extend far beyond basic communication—they are essential for success in middle school education and beyond. In the secondary classroom, students are expected not only to absorb complex ideas but also to articulate their own thinking, engage in reasoned discussion, and collaborate effectively with peers. Strong speaking and listening skills support critical thinking, foster academic confidence, and enable students to participate meaningfully in a variety of contexts,

Ideas to Support Speaking and Listening

Literacy in Mathematics/Numeracy

Literacy is integral to mathematics and numeracy, supporting how students make sense of problems, reason quantitatively, and communicate mathematical thinking. Reading, writing, speaking, and visual representation help learners interpret mathematical language, symbols, and data, while articulating strategies and justifying solutions. When literacy is intentionally embedded in mathematics instruction, students deepen conceptual understanding, strengthen problem-solving skills, and develop the confidence to explain and apply mathematics across contexts.

SPEAKING & LISTENING

READ

WRITE

VOCABULARY

COMPREHENSION

Mathematics assigns precise meanings to terms; understanding when and how to use them is vital

Listening to and responding to others’ reasoning, a key element in mathematics

Reading scenarios, understanding context, and applying modeling strategies

Justifying ideas and constructing applied scenarios

Knowing key ideas and grounding new questions in established facts

“6 Ways to Merge Literacy with Mathematics” - Edutopia, 2023

“Boost Math Literacy: 6 Strategies to Enhance Student Engagement” - Carnegie Learning, 2022

“Disciplinary Literacy in Mathematics” - Wisconsin Department of Education

“Literacy in Math: A Conversation with Bob Janes” - Center for Professional Education of Teachers

Argumentative Writing

Purpose: To make a claim and support it with logical reasoning and relevant evidence. Argumentative writing is emphasized heavily at the secondary level and appears across ELA, social studies, science, and technical subjects.

• Develop a clear claim or position
• Select relevant evidence from texts or data
• Explain why the evidence supports the claim
• Address counterclaims or alternative perspectives
• Maintain a formal, academic tone

Students Learn To:

Make the structure of the argument explicit Teachers name and model the components of effective arguments (claim, evidence, reasoning, counterclaim), helping students internalize what strong writing includes.

Teach a repeatable writing strategy Educators introduce and practice strategies such as: POW (Pick ideas, Organize notes, Write and say more) TREE (Topic sentence, Reasons, Evidence, Ending).

Scaffold reasoning language Sentence frames, transition words, and modeled explanations support students—especially multilingual learners—in articulating reasoning clearly.

Build goal-setting andself-monitoring Students set writing goals (e.g., “Explain my reasoning for each piece of evidence”) and check their work against strategy checklists before submission.

Use mentor texts to study argument craft Teachers analyze editorials, essays, speeches, or discipline-specific arguments with students, focusing on how writers develop and defend ideas.

Evidence Rating Alignment

Use this information to support identifying instructional practices, materials, and supports.

Strong Evidence (1)

Moderate Evidence (2)

Must Meet ALL:

Must Meet ALL:

• Experimental OR quasi-experimental
• WWC with/without reservations
• Positive outcomes, no negative
• Large sample (n ≥ 350) + multisite

• Experimental (RCT)
• WWC without reservations
• Positive outcomes, no negative
• Large sample (n ≥ 350) + multisite

Practices That Qualify

Practices That Qualify

• Literacy discourse
• Use of multiple representations (CRA: concrete → abstract)
• Purposeful questioning to advance reasoning
• Problem-solving tasks with multiple strategies
• Schema activation / connecting prior knowledge

• Systematic & explicit literacy instruction
• Explicit modeling → guided practice → feedback cycles
• Building procedural fluency from conceptual understanding
• Formative assessment / using evidence of student thinking

Why These Meet Strong Evidence

Why These Meet Strong Evidence

• Backed by:
• Large-scale RCTs (e.g., IES, WWC-reviewed math interventions)
• Multisite implementation across districts
• Consistent, statistically significant gains in math achievement
• Clear causal impact

• Some large studies exist, BUT:
• Often quasi-experimental OR mixed methods
• Implementation variability across sites
• Meet sample size requirement in some studies, but not consistently at the same rigor as RCTs

Literacy in Life

Literacy is essential to functional life skills, enabling individuals to navigate everyday tasks, make informed decisions, and participate independently in their communities. Reading, writing, speaking, and numeracy support understanding schedules, forms, instructions, digital tools, and real-world information. When literacy is intentionally embedded in functional life skills instruction, learners build confidence, self-advocacy, and practical competence, connecting academic learning to meaningful, authentic applications in daily life.

SPEAKING & LISTENING

READ

WRITE

VOCABULARY

COMPREHENSION

Participating in meetings, interviews, presentations, and collaborative discussions; actively listening and responding to colleagues and supervisors

Understanding workplace documents, emails, manuals, and instructions to extract relevant information and make informated decisions

Applying key concepts such as workplace norms, problem-solving strategies, and professional expectations to real-world scenarios

Using precise, context-appropriate terminology to communicate effectively in professional and real-life settings

Communicating clearly through emails, reports, resumes, cover letters, and professional documentation

“Defining Deeper Learning and 21st Century Skills” - National Academies

“How Important is Teaching Literacy in All Content Areas?” - Edutopia, 2010

“Life, Career, Abilities” - Technical Assistance Center of New York

“What Are Basic Literacy Skills?” - The Literacy Project

Community Inventory Templates

Community Connections- Outdoors

Community Connections- In the Library

Systematic (deliberately sequenced) and explicit (clear explanations with modeling and examples) instruction in word analysis, academic vocabulary, comprehension strategies, text structure, discipline-specific literacy skills, and written expression.

A balanced mix of strategically planned whole-class instruction, small-group learning, and individualized support, using flexible grouping informed by ongoing assessment and observation of students’ strengths, needs, and evolving literacy profiles.

Instruction includes direct teaching of morphology (prefixes, suffixes, roots), sentence and paragraph comprehension, strategies for navigating complex texts, and routines for writing to deepen understanding.

Frequent opportunities for reteaching, guided practice, and distributed practice of comprehension strategies, academic vocabulary, and writing skills, with multiple chances to apply learning across different content areas and contexts.

Oral language development and knowledge building through intentional discussions, collaborative academic talk, and strategic use of complex, grade-level texts (print and digital) across disciplines.

Deliberate efforts to cultivate motivation, engagement, and academic identity in adolescent readers and writers through relevant texts, choice when appropriate, collaborative learning, and authentic literacy tasks tied to real-world purposes.

This includes teacher-led think-alouds, structured academic conversations, and exposure to content that connects to students’ cultural and linguistic backgrounds, identities, and lived experiences.

Abundant access to culturally responsive, high-interest, and grade-appropriate texts—including literature, informational texts, multimodal sources, and discipline-specific materials—with opportunities for authentic, meaningful reading, writing, and speaking throughout the school day.

Intentional partnerships with families and caregivers to support literacy development, including communication about learning goals, strategies for supporting reading and vocabulary at home, and opportunities to connect family language, culture, and knowledge with school literacy experiences.

Home

Overview

Administrator

Educator

Specialists

Community Partners

Resources

6. Leverage DOE Supports

Links and guidance throughout the playbook help you access Maine DOE resources, funding opportunities, and technical assistance. Use these supports as a partner in your literacy work—not as an add-on, but as a system-aligned strategy.

Home

Overview

Administrator

Educator

Specialists

Community Partners

Resources

High-Leverage Literacy Learning Routines

Think-Pair-Share

Stop and Jot

Monitoring Comprehension

Turn and Talk

Save the Last Word

Collaborative Annotation

Knowledge & Voice

A strong literacy system is more than curriculum, assessment, and intervention — it is about whose knowledge counts, whose voices are heard, and how students see themselves reflected in learning. When students encounter texts, experiences, and discussions that honor their identities and communities, literacy becomes meaningful and empowering. Inclusive systems validate diverse ways of knowing, embrace multiple forms of literacy (oral, visual, written, and multimodal), and engage families and communities as partners in learning. In doing so, literacy systems cultivate confident, culturally literate learners who can navigate complex ideas and perspectives.

Recipes

Readers are required to sequence steps, interpret precise language, and apply vocabulary in meaningful, real-world contexts when reading a recipe. Following and creating recipes strengthens comprehension, procedural reading, and the ability to translate text into action.

The Fundamental Role of Joy

Joy plays a vital role in advancing literacy. Joy cultivates intrinsic motivation, transforming reading from a chore into a personally meaningful pursuit. This emphasis on meaningful engagement aligns with the vision of the Maine State Literacy Action Plan — which defines literacy as essential for lifelong learning, personal growth, and full participation in society — and underscores the importance of supporting students not only in mastering foundational skills but also in developing a love of reading that lasts beyond school years.

Go with the Kids!

Graphic Novels

All Sorts

Ask students, in conversation, what they are most interested in. Take notes. Be sure to bring examples in - and point them out. Make clear you were listening

Literacy superfood! Images provide clues to the text and help students gain meaning all while providing interest, structure, and vocabulary

Novels are great - but don't overlook the power of a field guides, sports magazine or a "how to" guide to spark engaged reading

 Literacy in Wabanaki Studies

Literacy in Wabanaki Studies extends beyond reading and writing to include oral tradition, storytelling, visual symbolism, land-based knowledge, and community memory as vital forms of meaning-making. For generations, Wabanaki Nations have transmitted history, ecological knowledge, governance, and cultural values through spoken word, seasonal practices, material arts, and language. Integrating Wabanaki perspectives into literacy instruction honors these longstanding knowledge systems while strengthening students’ vocabulary, background knowledge, narrative understanding, and critical thinking. By engaging with tribally endorsed texts, oral histories, and place-based learning experiences, students develop not only foundational literacy skills, but also a deeper understanding of Wabanaki histories, living cultures, and enduring relationships to land and community.

PLACE

PEOPLE

ANIMALS

LANGUAGE

MAPPING

Vital in Wabanaki storytelling, carrying cultural meanings, worldview, and identity through Indigenous words, rhythms, and expressions that sustain the living traditions

Place grounds narratives in the lands and waters of the homelands and conveying cultural knowledge, relationships, and responsibilities

Knowledge is carried through generations by community members whose voices, experiences, and relationships sustain the cultural teachings and living traditions

Connects stories to specific landscapes and journeys, helping people understand relationships, movement, and meaning across homelands

Often serving as teachers and relatives whose actions convey lessons about balance, respect, and relationships within the natural world

Wabanaki Storytelling

Wabanaki Studies, Maine DOE

ABBE Museum

Culturally Responsive

Maine is fortunate to be home to people and traditions from around the world as well as thriving, vibrant indigenous communities. Click HERE to learn more about the Wabanaki Nations, their languages, cultural traditions, and what’s happening in communities today.

Culturally Responsive Teaching (CRT) is an instructional approach that recognizes and values students’ cultural, linguistic, and lived experiences as assets for learning. It intentionally connects instruction to students’ identities and backgrounds to make learning more meaningful, accessible, and rigorous—while maintaining high expectations for ALL learners.

Culturally Responsive Teaching and Why it Matters for Foundational Literacy Skills Instruction for ALL Learners

Literacy is not culturally neutral—it is developed, expressed, and applied through language, identity, context, and social interaction. By grounding literacy instruction in students’ lived experiences, community knowledge, and cultural texts and practices, educators make reading and writing more meaningful and relevant, supporting deeper comprehension and transfer across contexts. Culturally responsive literacy instruction strengthens reading, writing, and discourse. This approach ensures that all learners—particularly multilingual learners and those historically underserved—develop strong, flexible, and enduring literacy skills.

Culturally responsive teaching strengthens foundational reading instruction by ensuring that phonological awareness, phonics, fluency, vocabulary, and comprehension are taught in ways that are meaningful, accessible, and affirming for multilingual learners—without reducing rigor.

CRT Does NOT Change

CRT Changes

BACKGROUND KNOWLEDGE Background knowledge encompasses the experiences, information, text-related abilities, learning, and understanding that form a foundation for literacy, communication, and comprehension. Strong background knowledge provides a schema that helps students process, connect, and integrate new learning.

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A shared vision of literacy is grounded in evidence, responsive to learners, and embedded across all content areas

I’m PIP, your Playbook Integration Partner.

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I’m PIP, your Playbook Integration Partner.

Remember, you can navigate using the buttons at the bottom right and left to move through the guidance.

Don't forget to explore along the way! If you're looking for something specific, check out the table of contents and click on your topic of interest to jump directly to it.

And remember—I'll be with you every step of the way. I'm only a click away!

 Literacy in Physical Education

Literacy plays an important role in physical education, supporting how students understand movement, health concepts, and personal wellness. Reading, writing, speaking, and visual literacy help learners interpret rules, strategies, fitness data, and health information, while reflecting on goals and performance. When literacy is intentionally integrated into physical education, students deepen their understanding of healthy habits, communicate effectively about movement and teamwork, and develop skills for lifelong physical well-being.

SPEAKING & LISTENING

READ

WRITE

VOCABULARY

COMPREHENSION

Articulate rules, procedures, and health indicators, while actively listening to peers describe their experiences, goals, and states of well-being

Navigating rule books, nutritional information, medical reports, player biographies

Games, sports and the overall health industry have a myriad of specific words and terms

Understanding physical connection to body mechanics and health is vital to overall well-being

Physical education plans, personal goals, and routines, assessments

“Improving Literacy through Sport” - Sport and Dev, 2017

“Physical Literacy” - Science for Sport

“What is Physical Literacy?” - Twikle

“How to Write Sport Stories!” - Tom Moorcroft

Scarborough’s Reading Rope

Scarborough’s Reading Rope explains that strong reading develops through two connected strands: word recognition and language comprehension. Struggling readers often have difficulty in one or both areas, making complex texts challenging to read. When students can recognize words accurately and automatically, they can focus more on understanding what they read. At the same time, language skills such as vocabulary, background knowledge, and understanding sentence structure are essential for making meaning from text.

In this overview from Calgary Reads, learn about the two key segments of Scarborough’s Reading Rope: Word recognition and language comprehension. By building on these two strands, we can create a rope to bridge the gap between reading well and struggling to read. - Reading Rockets

Literacy Leadership Team (LLT)

The Literacy Leadership Team (LLT) is charged with guiding the development, implementation, monitoring, and continuous improvement of the school’s literacy system. The team ensures alignment with the Maine State Literacy Action Plan, research-based numeracy practices, and school-wide goals, while also ensuring that Wabanaki Studies and Indigenous perspectives are intentionally integrated into litreacy instruction. This approach guarantees that all students develop proficiency and growth in reasoning, problem-solving, data analysis, and quantitative decision-making.

Membership should include, but is not limited to:Building administration Literacy coach or literacy specialist Representative from Special Education Specialist in multilingual learning or ESOL Assessment or data coordinator Classroom teachers Optional parent or community members Determine your meeting frequency and establish meeting protocols ahead of time.

Key responsibilities of the LLT include:

• Embedding multiple forms of numeracy, including measurement, spatial reasoning, data interpretation, patterns, and land-based quantitative knowledge, into instruction and assessment.
• Supporting professional learning for educators on research-based numeracy practices.
• Engaging families and community organizations as partners in students’ numeracy development.
• Intentional integration of the Maine Learning Results

Resource Alignment

Resource alignment is essential to effective literacy implementation and requires the intentional coordination of people, time, materials, and funding to meet student needs within an I-MTSS framework. Through data-informed decision-making, districts and schools align core instruction, targeted interventions, and intensive supports with staffing, schedules, professional learning, and evidence-based materials. Budgetary planning plays a critical role in sustaining this work by prioritizing investments that strengthen Tier 1 instruction, ensure timely access to intervention and progress monitoring, and support ongoing capacity-building, resulting in a coherent, efficient system that maximizes resources to improve numeracy outcomes for all learners.

6. Leverage DOE Supports

Links and guidance throughout the playbook help you access Maine DOE resources, funding opportunities, and technical assistance. Use these supports as a partner in your literacy work—not as an add-on, but as a system-aligned strategy.

Scarborough’s Reading Rope

Scarborough’s Reading Rope explains that strong reading develops through two connected strands: word recognition and language comprehension. Struggling readers often have difficulty in one or both areas, making complex texts challenging to read. When students can recognize words accurately and automatically, they can focus more on understanding what they read. At the same time, language skills such as vocabulary, background knowledge, and understanding sentence structure are essential for making meaning from text.

In this overview from Calgary Reads, learn about the two key segments of Scarborough’s Reading Rope: Word recognition and language comprehension. By building on these two strands, we can create a rope to bridge the gap between reading well and struggling to read. - Reading Rockets

I’m PIP, your Playbook Integration Partner.

Remember, you can navigate using the buttons at the bottom right and left to move through the guidance.

Don't forget to explore along the way! If you're looking for something specific, check out the table of contents and click on your topic of interest to jump directly to it.

And remember—I'll be with you every step of the way. I'm only a click away!

 Literacy in Social Studies/History

Literacy is central to social studies and history, shaping how students investigate the past, analyze multiple perspectives, and understand civic life. Through reading, writing, discussion, and visual analysis, learners engage with primary and secondary sources, evaluate evidence, and construct informed interpretations of events and ideas. When literacy is intentionally embedded in social studies instruction, students develop critical thinking, historical reasoning, and the ability to communicate claims clearly—skills essential for informed citizenship and meaningful engagement with the world.

SPEAKING & LISTENING

READ

WRITE

VOCABULARY

COMPREHENSION

Listening to and responding to others’ theories, a critical component of social science discourse

Decoding documents, newspapers, and primary source materials

Expressing ideas about historical events and their impact on the present and future

Understanding historical and contemporary documents requires a rich vocabulary

Knowing key ideas and grounding new questions in established facts

“Literacy...A Framework to Support Your Classroom” - Social Studies Blog, 2024

“Literacy Across the Disciplines: Social Studies” - Ohio Department of Education

“Primary Sources and Standards” - Library of Congress

“What is Social Studies Literacy: How Educators in the Field Teach Reading” - EdWeek, 2024

Literacy in Life

Literacy is essential to functional life skills, enabling individuals to navigate everyday tasks, make informed decisions, and participate independently in their communities. Reading, writing, speaking, and numeracy support understanding schedules, forms, instructions, digital tools, and real-world information. When literacy is intentionally embedded in functional life skills instruction, learners build confidence, self-advocacy, and practical competence, connecting academic learning to meaningful, authentic applications in daily life.

SPEAKING & LISTENING

READ

WRITE

VOCABULARY

COMPREHENSION

Participating in meetings, interviews, presentations, and collaborative discussions; actively listening and responding to colleagues and supervisors

Understanding workplace documents, emails, manuals, and instructions to extract relevant information and make informated decisions

Applying key concepts such as workplace norms, problem-solving strategies, and professional expectations to real-world scenarios

Using precise, context-appropriate terminology to communicate effectively in professional and real-life settings

Communicating clearly through emails, reports, resumes, cover letters, and professional documentation

“Defining Deeper Learning and 21st Century Skills” - National Academies

“How Important is Teaching Literacy in All Content Areas?” - Edutopia, 2010

“Life, Career, Abilities” - Technical Assistance Center of New York

“What Are Basic Literacy Skills?” - The Literacy Project

Community Inventory Templates

Community Connections- Outdoors

Community Connections- In the Library

Wabanaki Studies

Wabanaki Studies and literacy learning together support a fuller understanding of the world students are learning to reason about. As a statutory requirement in Maine, Wabanaki Studies recognizes Indigenous perspectives as foundational to the state’s history, culture, and identity. Grounding literacy learning in the knowledge, stories, languages, and lived experiences of the Wabanaki people helps students make meaning of texts, contexts, and voices. Literacy extends beyond decoding and fluency to include vocabulary development, oral language, critical thinking, interpretation, and written expression. Wabanaki knowledge systems provide rich contexts for building these skills through storytelling traditions, historical accounts, ecological knowledge, contemporary voices, and community narratives. When these perspectives are incorporated thoughtfully and respectfully, students expand their academic language, develop critical literacy skills, and strengthen their ability to analyze, communicate, and apply understanding across disciplines and real-world contexts. The Maine Department of Education’s Wabanaki Studies framework supports the use of authentic, tribally endorsed resources and culturally responsive instructional practices. When literacy learning reflects these perspectives, it strengthens both the rigor and relevance of instruction while helping students better understand Maine’s landscapes, communities, and histories.

Literacy in Science

Literacy is foundational to science learning, shaping how students ask questions, interpret evidence, and communicate understanding. Reading, writing, speaking, and visual literacy enable learners to make sense of complex texts, data, and models, while supporting the precise use of scientific language and reasoning. When literacy is intentionally integrated into science instruction, students build deeper conceptual understanding, strengthen inquiry skills, and engage more fully in the practices of scientists—explaining phenomena, constructing arguments from evidence, and connecting ideas across disciplines.

SPEAKING & LISTENING

READ

WRITE

VOCABULARY

COMPREHENSION

Engaging in discussions, presentations, and debates; sharing and responding to ideas in the science environment

Understanding papers, graphs, and other materials to extract meaning and connect to new ideas

Understanding and selecting precise words to convey technical meaning

Explaining methodology and demonstrating comprehension of phenomena

Knowing key ideas and grounding new questions in established facts

“Bringing a Literacy Focus into the Science Classroom” - aft.org

“The Impact of Literacy in Science” - Accelerate Learning, 2023

“Promoting Scientific Literacy in the Science Classroom” - NSTA, 2023

“Supporting Literacy in the Science Classroom” - Edutopia, 2018

Systematic and Explicit Core Instructional Practices

Systematic and explicit core instruction is the foundation of an effective, equitable literacy system.

Systematic (presented in an intentionally planned sequence) and explicit (clear explanations with examples) instruction in phonological awareness (at the multi-syllabic level), phonics (decoding and encoding), word analysis, fluency, vocabulary, comprehension, and written composition/expression.

Oral language and knowledge building through interactive read-alouds of age-appropriate books/texts (print and digital), extended conversations, and content study that draws connections to home cultures, languages, and experiences.

Abundant access to culturally responsive and grade-appropriate literacy materials and opportunities for authentic use throughout the school day.

Deliberate efforts to promote motivation and engagement in literacy learning. Deliberate efforts to partner with families in promoting literacy development.

A mixture of strategically planned whole group, small group, and individualized instruction, using flexible, differentiated grouping strategies informed by observed and assessed strengths and needs.

Frequent opportunities for reteaching and distributed practice.

Intentional interweaving of skills such as phonics, morphology, and vocabulary to decode and encode, as well as to understand the meaning of words.

Foster motivation and engagement across explicit literacy lessons and interdisciplinary content areas.

Integration and scaffolding of intentional literacy instruction across content areas.

As students move into high school, literacy demands expand across all content areas. Adolescents are expected to read, write, speak, and think critically with increasingly complex

Advanced word analysis with emphasis on morphology (prefixes, suffixes, roots), academic word families, and strategies for determining the meaning of unfamiliar words in discipline-specific texts.

Vocabulary development integrated with content learning, including explicit instruction in Tier 2 and Tier 3 terms, conceptual word networks, and discipline-specific language.

Comprehension development using increasingly complex grade-level texts, including explicit instruction in text structures, inferencing, summarization, evidence-based reasoning, and strategic use of comprehension processes.

Reading fluency with complex texts, emphasizing phrasing, prosody, and efficient navigation of discipline-specific structures and features (e.g., graphs, diagrams, primary sources).

Written composition and academic writing across genres, including planning, drafting, revising, editing, argumentation, explanation, narrative techniques, and discipline-specific writing conventions.

Sentence-level skills, including grammar, syntax, and sentence construction strategies that support clarity, coherence, and comprehension of complex academic texts.

Critical reading and evaluation of multimodal sources (e.g., digital texts, media, data displays) to build information literacy, analysis, and synthesis skills.

Page 38 For multilingual learners, explicit connections between English and home-language structures (phonological, morphological, syntactic, and orthographic), using primary languages as assets for vocabulary development.

Oral academic language development through structured discussions, collaborative problem-solving, and content-specific discourse routines.

Strategic use of background knowledge and knowledge-building experiences to support comprehension across all disciplines.

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Literacy in Music

Literacy is essential to music learning, supporting how students read, interpret, create, and respond to sound. Through reading, writing, listening, and discussion, learners make sense of musical notation, lyrics, structure, and cultural context while developing the language to describe and reflect on musical experiences. When literacy is intentionally integrated into music instruction, students strengthen listening and analytical skills, deepen musical understanding, and communicate artistic ideas with clarity and purpose.

SPEAKING & LISTENING

READ

WRITE

VOCABULARY

COMPREHENSION

Developing mental models for music that are closely tied to foundational literacy skills

Expressing opinions, formulating questions, and giving and receiving peer feedback

Interpreting musical notations, biographies, and theories

Music has its own language with specific terminology and meaning

Composing notations, lyrics, theories, and critiques

“Music Training Can be a Literacy Superpower” - Edutopia, 2022

“Tips for Teaching Literacy in Music Class” - Vicky Webber, blog, 2023

“Using Music to Teach Early Literacy Skills” - Capstone, 2020

“What Does Literacy in Music Look Like?” - New South Wales Department of Education

Activating schema is essential for literacy development because readers construct meaning by connecting new information to prior knowledge. When students’ background knowledge is activated before and during reading, they are better able to understand vocabulary, follow complex ideas, and comprehend texts more deeply. Listed below are instructional strategies that prompt students to preview texts, discuss key concepts, and make connections that support schema activation and help all learners, especially struggling readers, access and engage with grade-level content.

Before Instruction

Quick Writes/Brain Dumps Anticipation Guides KWL or KWLQ Charts Visual Hooks Essential Questions

During Instruction

After Instruction

Think-AloudsText to Self Text to Text Text to World Connections Concept Maps or Webs Vocabulary Preview with Context

Revisit Anticipation Guides KWL ChartsExit Slips Focused on Connections Synthesis Tasks

Discussion-Based Strategies

Turn and TalkSmall Group Talk Four Corners/Opinion Lines Question Storming

High-Leverage Literacy Learning Routines

Think-Pair-Share

Turn & Talk

Stop & Jot

Literacy grows when students routinely interact with text through talk, writing, and metacognition using predictable structures that reduce cognitive load.

Literacy grows when students routinely interact with text through talk, writing, and metacognitionusing predictable structures that reduce cognitive load.

Literacy grows when students routinely interact with text through talk, writing, and metacognition using predictable structures that reduce cognitive load.

Monitoring Comprehension

Save the Last Word

Collaborative Annotation

Literacy grows when students routinely interact with text through talk, writing, and metacognition using predictable structures that reduce cognitive load.

Literacy grows when students routinely interact with text through talk, writing, and metacognition using predictable structures that reduce cognitive load.

Students don’t ‘pick up’ comprehension strategies - they need explicit modeling, guided practice, and gradual release.

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Fan Fiction

Inviting readers and writers to deeply engage with characters, story structures, and themes, strengthening comprehension, analysis, and creativity. By building on familiar worlds, fan fiction lowers barriers to entry and encourages sustained reading, purposeful writing, and participation in authentic literacy communities.

Scheduling

Intentional, locally determined scheduling is a vital component of coherent literacy systems. Districts and schools are encouraged to thoughtfully align instructional time, intervention supports, collaborative planning, and professional learning with evidence-based literacy practices. By prioritizing alignment and systems coherence over prescriptive mandates, the plan supports flexibility across diverse contexts while reinforcing that effective literacy implementation depends on how time and resources are organized to support high-quality instruction and continuous improvement.

Informative/Explanatory Writing

Purpose: To explain ideas, concepts, processes, or information clearly and accurately. This type of writing is central to disciplinary literacy and research-based tasks.

• Organize information logically
• Explain relationships (cause/effect, compare/contrast)
• Use precise, domain-specific vocabulary
• Integrate evidence from multiple sources
• Maintain an objective, explanatory tone

Students Learn To:

Teach paraphrasing and synthesis Students practice putting ideas in their own words and combining information from multiple sources rather than copying or summarizing one text at a time.

Use rubrics and exemplars asinstructional tools Criteria for quality writing are introduced early and revisited throughout the writing process so expectations are transparent.

Move students from notesto text intentionally Educators guide students through the progression from note-taking to sentence construction to cohesive paragraphs.

Teach text structuresexplicitly Teachers model common organizational patterns and help students recognize and apply them in their own writing.

Model academic explanationthrough think-alouds Teachers write in front of students, narrating decisions about clarity, word choice, and organization.

Effective literacy instruction relies on multiple sources of data. Each type of literacy data serves a distinct purpose and, when used together, provides a complete picture of student learning and instructional effectiveness.

Diagnostic Assessment Data

Formative Assessment Data

Progress Monitoring Data

Universal Screeners

Purpose: To evaluate overall literacy achievement and instructional effectiveness at the end of a period of learning

Purpose: To identify students who may be at risk for reading difficulties and determine the need for additional support

Purpose: To inform day to day literacy instructional decisions and adjust teaching in real time

Purpose: To identify specific literacy strengths and gaps in order to target instruction and interventions

Student Work Samples

Observational and Anecdotal Data

Student Feedback and Self-Assessment Data

Purpose: To provide authentic evidence of how students apply literacy skills in meaningful tasks

Purpose: To capture qualitative insights into students’ literacy engagement, strategy use and learning behaviors

Purpose: To include student voice in the literacy learning proces

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Language Development

WIDA-informed literacy practices recognize that language development is foundational to learning across all content areas and that every student brings valuable linguistic and cultural assets into the classroom. Grounded in the WIDA Standards Framework, these practices intentionally integrate language, content, and cognition, ensuring that instruction is accessible, rigorous, and responsive to learners at varying levels of English language development. By designing literacy experiences that scaffold meaning, promote academic discourse, and honor students’ home languages and identities, educators create learning environments where multilingual learners—and all students—can engage deeply, demonstrate understanding in multiple ways, and build toward independence and academic success.

Writing & Expression, WIDA-Informed

Reading & Comprehension, WIDA-Informed

• Literacy instruction explicitly supports students in navigating complex texts, including disciplinary vocabulary, syntax, and text structures.
• Educators model and teach comprehension strategies using oral language, shared reading, and collaborative discussion.
• Background knowledge is intentionally activated and built, recognizing that cultural and linguistic experiences vary across learners.

• Writing instruction provides multilingual learners with models, mentor texts, and opportunities to compose across genres and disciplines.
• Teachers support students in developing language forms and conventions within authentic writing tasks.
• Feedback focuses on meaning and communication first, with attention to language accuracy as part of a growth process.

WIDA Standards

 Literacy in Physical Education

Literacy plays an important role in physical education, supporting how students understand movement, health concepts, and personal wellness. Reading, writing, speaking, and visual literacy help learners interpret rules, strategies, fitness data, and health information, while reflecting on goals and performance. When literacy is intentionally integrated into physical education, students deepen their understanding of healthy habits, communicate effectively about movement and teamwork, and develop skills for lifelong physical well-being.

SPEAKING & LISTENING

READ

WRITE

VOCABULARY

COMPREHENSION

Articulate rules, procedures, and health indicators, while actively listening to peers describe their experiences, goals, and states of well-being

Navigating rule books, nutritional information, medical reports, player biographies

Games, sports and the overall health industry have a myriad of specific words and terms

Understanding physical connection to body mechanics and health is vital to overall well-being

Physical education plans, personal goals, and routines, assessments

“Improving Literacy through Sport” - Sport and Dev, 2017

“Physical Literacy” - Science for Sport

“What is Physical Literacy?” - Twikle

“How to Write Sport Stories!” - Tom Moorcroft

Systematic (presented in an intentionally planned sequence) and explicit (clear explanations with examples) instruction in phonological awareness (at the multi-syllabic level), phonics (decoding and encoding), word analysis, fluency, vocabulary, comprehension, and written composition/expression.

Deliberate efforts to partner with families in promoting literacy development.

Foster motivation and engagement across explicit literacy lessons and interdisciplinary content areas.

Oral language and knowledge building through interactive read-alouds of age-appropriate books/texts (print and digital), extended conversations, and content study that draws connections to home cultures, languages, and experiences.

Access to varied and complex texts

Abundant access to culturally responsive and grade-appropriate literacy materials and opportunities for authentic use throughout the school day.

Integration and scaffolding of intentional literacy instruction across content areas.

Varied instructional methods that align with evidence-based, high-quality literacy instruction.

A mixture of strategically planned whole group, small group, and individualized instruction, using flexible, differentiated grouping strategies informed by observed and assessed strengths and needs.

Frequent opportunities for reteaching and distributed practice.

Intentional interweaving of skills such as phonics, morphology, and vocabulary to decode and encode, as well as to understand the meaning of words.

Deliberate efforts to promote motivation and engagement in literacy learning.

Home

Overview

Administrator

Educator

Specialists

Community Partners

Resources

Home

Overview

Administrator

Educator

Specialists

Community Partners

Resources

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Core Tenets Grades 3–6

How to Use This Graphic

Connection to Whole Student

Explicit LIteracy Instruction

Literacy Allignment to MLRs

WIDA Literacy Supports

Literacy in Art

Literacy plays a vital role in the arts, shaping how students interpret, create, and communicate meaning through visual, performing, and media forms. Reading, writing, speaking, and visual literacy support learners in analyzing artistic choices, understanding cultural and historical contexts, and articulating creative intent. When literacy is intentionally integrated into arts instruction, students deepen critical and creative thinking, expand expressive language, and engage more thoughtfully with both their own work and the work of others.

SPEAKING & LISTENING

READ

WRITE

VOCABULARY

COMPREHENSION

Understanding and applying concepts such as color theory, symbolism, and proportion

Expressing opinions, formulating questions, and giving and receiving peer feedback

Analyzing artistic theories, influential works, and biographies

Crafting artists’ statements, critiques, opinion pieces, and grant applications

Art has its own language with specific terminology and meaning

“Literacy Across the Disciplines: Arts” - Ohio Department of Education

“How to Embed Art Literacy in Your Curriculum” - The Arty Teacher, 2018

“12 Art Activities to Build Literacy Skills” - Education.com, 2019

“Entangling Arts and Literacy in Education” - Arts Education Partnership, 2025

Formative Literacy Assessment Across Content Areas

The need to assess a student’s mastery of literacy skills and adjust instruction to continue developing those skills is ongoing. What is Formative Assessment? Formative by Newsela provides a detailed description of the rationale and practical applications of content-area-agnostic formative assessment.

Formative Assessment Strategies for Literacy Across the Curriculum

Weekly Quizzes

Surveys & Polls

Self-Reflections

Classroom Activities

Homework Assignments

Exit Tickets

Quick tools used to gather student perspectives, interests, and confidence levels, helping educators tailor literacy instruction and increase relevance and engagement. Look for: Use of student voice data to adapt instruction, materials, and engagement strategies.

Short, low-stakes checks for understanding that help monitor students’ comprehension and skill development over time, allowing educators to adjust instruction and reinforce key literacy concepts. Look for: Regular, standards-aligned checks with timely instructional adjustments based on results.

Structured opportunities for students to think about their reading, writing, and thinking processes, building metacognition and helping them set goals for continued literacy growth. Look for: Students articulating their reading/writing thinking, goals, and next steps.

Independent practice tasks that extend literacy learning beyond the classroom, reinforcing skills such as reading comprehension, writing fluency, and vocabulary development. Look for: Purposeful practice aligned to classroom literacy targets—not compliance-based tasks.

Interactive, in-the-moment learning experiences (e.g., discussions, annotations, writing tasks) that provide immediate insight into student understanding and support active literacy engagement. Look for: Active literacy engagement (discussion, writing, annotation) with visible evidence of thinking.

Brief end-of-lesson responses that capture students’ understanding of key literacy concepts, providing immediate feedback to guide next steps in instruction. Look for: Clear evidence of daily understanding used to inform immediate next instructional moves.

Communication

Clear and consistent communication supports coherent literacy systems by ensuring shared understanding, alignment, and collective responsibility for implementation. Within the Maine Literacy Playbook, communication structures are intentionally designed to integrate multiple perspectives, connect goals, expectations, data, and instructional practices across classrooms, schools, districts, and community partners. By establishing regular, transparent communication routines and feedback loops, leaders and educators strengthen collaboration, support I-MTSS implementation, and ensure that literacy priorities remain visible, understood, and actionable for all working towards rich and rewarding literacy for students.

Improving Fluency

Fluency is essential to secondary literacy development because it allows students to read complex texts with enough accuracy and automaticity to focus on comprehension and critical thinking. When fluency is weak, cognitive effort is diverted from meaning-making, limiting students’ ability to engage deeply with academic content. The strategies in this diagram provide intentional, supported practice that strengthens fluency while maintaining a focus on understanding, enabling students to access grade-level texts and succeed across content areas.

Instrutional Foundations

Purposeful Fluency Instruction Emphasize that fluency supports understanding, not speed alone. Set clear purposes for rereading. Model Fluent Reading Teachers read short, complex passages aloud to demonstrate pacing, phrasing, and expression. Chunking Text Break longer or complex texts into manageable sections to reduce cognitive load and support accurate reading.

Word-Level and Sentence-Level Support

Oral Reading Strategies

Phrase-Cued TextsProvide text marked with natural pauses to support phrasing Vocabulary and Morphology Support Pre-teach academic and content-specific vocabulary to reduce hesitations while reading Sentence Deconstruction Break down long, complex sentences and practice reading them fluently.

Repeated ReadingEcho Reading Choral Reading Partner Reading Readers' Theater

Silent Reading and Processing

Guided Silent ReadingThe teacher sets a purpose, monitors, and follows up with discussion or annotation. Rereading for Meaning Student reread key sections to clarify confusion or deepen understanding, not just to increase speed.

Activating schema is essential for literacy development because readers construct meaning by connecting new information to prior knowledge. When students’ background knowledge is activated before and during reading, they are better able to understand vocabulary, follow complex ideas, and comprehend texts more deeply. Listed below are instructional strategies that prompt students to preview texts, discuss key concepts, and make connections that support schema activation and help all learners, especially struggling readers, access and engage with grade-level content.

Before Instruction

Quick Writes/Brain Dumps Anticipation Guides KWL or KWLQ Charts Visual Hooks Essential Questions

During Instruction

After Instruction

Think-AloudsText to Self Text to Text Text to World Connections Concept Maps or Webs Vocabulary Preview with Context

Revisit Anticipation Guides KWL ChartsExit Slips Focused on Connections Synthesis Tasks

Discussion-Based Strategies

Turn and TalkSmall Group Talk Four Corners/Opinion Lines Question Storming

Action Research Cycle (for teachers/schools)

Teaching Cycle (for teachers/schools)

5. Build a Cycle of Continuous Improvement

The playbook is meant to be revisited. As you implement practices and gather data, return to the reflection journals, observation rubrics, and planning templates to monitor progress, celebrate gains, and adjust as needed. This cyclical process helps ensure your literacy work is long-term, coherent, and responsive to student needs.

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Essential Questions

This worksheet is a tool for planning, reflection, and collaboration to ensure that literacy instruction is intentionally focused on student development.

The links below give access to the Essential Questions document in 2 ways. The first link is for an editable Google Doc, and the second is for a downloadable PDF.

Editable Google Doc

Downloadable PDF

Literacy in Art

Literacy plays a vital role in the arts, shaping how students interpret, create, and communicate meaning through visual, performing, and media forms. Reading, writing, speaking, and visual literacy support learners in analyzing artistic choices, understanding cultural and historical contexts, and articulating creative intent. When literacy is intentionally integrated into arts instruction, students deepen critical and creative thinking, expand expressive language, and engage more thoughtfully with both their own work and the work of others.

SPEAKING & LISTENING

READ

WRITE

VOCABULARY

COMPREHENSION

Understanding and applying concepts such as color theory, symbolism, and proportion

Expressing opinions, formulating questions, and giving and receiving peer feedback

Analyzing artistic theories, influential works, and biographies

Crafting artists’ statements, critiques, opinion pieces, and grant applications

Art has its own language with specific terminology and meaning

“Literacy Across the Disciplines: Arts” - Ohio Department of Education

“How to Embed Art Literacy in Your Curriculum” - The Arty Teacher, 2018

“12 Art Activities to Build Literacy Skills” - Education.com, 2019

“Entangling Arts and Literacy in Education” - Arts Education Partnership, 2025

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Index & Glossary

Core Instructional Practices for Comprehension and Vocabulary Development

• Systematic (presented in an intentionally planned sequence) and explicit (clear explanations with examples) instruction in phonological awareness (at the multi-syllabic level), phonics (decoding and encoding), word analysis, fluency, vocabulary, comprehension, and written composition/expression.
• Oral language and knowledge building through interactive read-alouds of age-appropriate books/texts (print and digital), extended conversations, and content study that draws connections to home cultures, languages, and experiences.
• Abundant access to culturally responsive and grade-appropriate literacy materials and opportunities for authentic use throughout the school day.
• A mixture of strategically planned whole group, small group, and individualized instruction, using flexible, differentiated grouping strategies informed by observed and assessed strengths and needs.
• Frequent opportunities for reteaching and distributed practice.
• Deliberate efforts to promote motivation and engagement in literacy learning.
• Deliberate efforts to partner with families in promoting literacy development.
• Foster motivation and engagement across explicit literacy lessons and interdisciplinary content areas.
• Access to varied and complex texts
• Integration and scaffolding of intentional literacy instruction across content areas.
• Varied instructional methods that align with evidence-based, high-quality literacy instruction.
• Intentional interweaving of skills such as phonics, morphology, and vocabulary to decode and encode, as well as to understand the meaning of words.

PHONICS Phonics teaches students the relationships between the symbols (graphemes) of written language and the sounds (phonemes) they represent. This knowledge enables students to decode (read) and encode (write) printed language to communicate through print.

Literacy in Mathematics/Numeracy

Literacy is integral to mathematics and numeracy, supporting how students make sense of problems, reason quantitatively, and communicate mathematical thinking. Reading, writing, speaking, and visual representation help learners interpret mathematical language, symbols, and data, while articulating strategies and justifying solutions. When literacy is intentionally embedded in mathematics instruction, students deepen conceptual understanding, strengthen problem-solving skills, and develop the confidence to explain and apply mathematics across contexts.

SPEAKING & LISTENING

READ

WRITE

VOCABULARY

COMPREHENSION

Mathematics assigns precise meanings to terms; understanding when and how to use them is vital

Listening to and responding to others’ reasoning, a key element in mathematics

Reading scenarios, understanding context, and applying modeling strategies

Justifying ideas and constructing applied scenarios

Knowing key ideas and grounding new questions in established facts

“6 Ways to Merge Literacy with Mathematics” - Edutopia, 2023

“Boost Math Literacy: 6 Strategies to Enhance Student Engagement” - Carnegie Learning, 2022

“Disciplinary Literacy in Mathematics” - Wisconsin Department of Education

“Literacy in Math: A Conversation with Bob Janes” - Center for Professional Education of Teachers

4. Embed Evidence-Based Practices

Throughout the playbook, you’ll find guidance grounded in evidence-based literacy instruction. Use these sections to align curriculum, interventions, and classroom routines with research and with Maine’s expectations for universal, targeted, and intensive support.

Literacy is so much more than teaching students to decode text—it is about weaving reading, writing, and critical communication into the very fabric of a student’s way of being. When schools cultivate environments where books, language, and meaningful communication are visible, celebrated, and accessible to all students and adults, reading and writing shift from isolated classroom tasks to powerful tools for understanding the world, building knowledge, and expressing ideas across disciplines and contexts. Such a culture does more than improve test scores; it nurtures curiosity, fosters collaboration among teachers and learners, and embeds literacy in every corner of school life, making it part of the school community's identity and a foundation for success in school and beyond

Publicly Celebrate Reading

Library Focus

Authentic Writing

Celebrate all Reading

Spark Discussion

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 Literacy in Wabanaki Studies

Literacy in Wabanaki Studies extends beyond reading and writing to include oral tradition, storytelling, visual symbolism, land-based knowledge, and community memory as vital forms of meaning-making. For generations, Wabanaki Nations have transmitted history, ecological knowledge, governance, and cultural values through spoken word, seasonal practices, material arts, and language. Integrating Wabanaki perspectives into literacy instruction honors these longstanding knowledge systems while strengthening students’ vocabulary, background knowledge, narrative understanding, and critical thinking. By engaging with tribally endorsed texts, oral histories, and place-based learning experiences, students develop not only foundational literacy skills, but also a deeper understanding of Wabanaki histories, living cultures, and enduring relationships to land and community.

PLACE

PEOPLE

ANIMALS

LANGUAGE

MAPPING

Vital in Wabanaki storytelling, carrying cultural meanings, worldview, and identity through Indigenous words, rhythms, and expressions that sustain the living traditions

Place grounds narratives in the lands and waters of the homelands and conveying cultural knowledge, relationships, and responsibilities

Knowledge is carried through generations by community members whose voices, experiences, and relationships sustain the cultural teachings and living traditions

Connects stories to specific landscapes and journeys, helping people understand relationships, movement, and meaning across homelands

Often serving as teachers and relatives whose actions convey lessons about balance, respect, and relationships within the natural world

Wabanaki Storytelling

Wabanaki Studies, Maine DOE

ABBE Museum

Literacy in Music

Literacy is essential to music learning, supporting how students read, interpret, create, and respond to sound. Through reading, writing, listening, and discussion, learners make sense of musical notation, lyrics, structure, and cultural context while developing the language to describe and reflect on musical experiences. When literacy is intentionally integrated into music instruction, students strengthen listening and analytical skills, deepen musical understanding, and communicate artistic ideas with clarity and purpose.

SPEAKING & LISTENING

READ

WRITE

VOCABULARY

COMPREHENSION

Developing mental models for music that are closely tied to foundational literacy skills

Expressing opinions, formulating questions, and giving and receiving peer feedback

Interpreting musical notations, biographies, and theories

Music has its own language with specific terminology and meaning

Composing notations, lyrics, theories, and critiques

“Music Training Can be a Literacy Superpower” - Edutopia, 2022

“Tips for Teaching Literacy in Music Class” - Vicky Webber, blog, 2023

“Using Music to Teach Early Literacy Skills” - Capstone, 2020

“What Does Literacy in Music Look Like?” - New South Wales Department of Education

Resource Alignment

Resource alignment is essential to effective literacy implementation and requires the intentional coordination of people, time, materials, and funding to meet student needs within an I-MTSS framework. Through data-informed decision-making, districts and schools align core instruction, targeted interventions, and intensive supports with staffing, schedules, professional learning, and evidence-based materials. Budgetary planning is essential to sustain this work by prioritizing investments that strengthen Tier 1 instruction, ensure timely access to intervention and progress monitoring, and support ongoing capacity building, resulting in a coherent, efficient system that maximizes resources to improve literacy outcomes for all learners.

MTSS

I-MTSS

In Maine, a Multi-Tiered System of Supports (MTSS) is a comprehensive framework that addresses the academic, behavioral, and social-emotional needs of each student in the most inclusive and equitable learning environment. More than a Response to Intervention (RTI), MTSS is a whole-school framework that organizes the people, programs, and policies into an integrated support system that begins in Tier 1. MTSS is a philosophy that organizes and leverages the systems that likely already exist in your school. It is a system that relies on more than just evidence-based curricula and identification processes. MTSS analyzes and organizes all available resources within the school context, such as people, facilities, time, data, curriculum & instruction, and any additional resources.

I-MTSS (Integrated MTSS) is a newer, more comprehensive version that explicitly integrates academic and social-emotional/behavioral supports into a cohesive system to improve student outcomes, with tools such as the Integrated Multi-Tiered Systems of Support Fidelity Rubric (IMFR) to assess its implementation. Think of MTSS as the foundational concept, and I-MTSS as a more robust, unified approach that centers all students and honors diverse ways of knowing. The Maine Literacy Playbook is grounded in an I-MTSS framework where Tier I instruction is the primary driver of literacy outcomes, even when not always labeled as a separate section. The Playbook’s core instructional practices—high-quality, evidence-based literacy instruction, integration of reading and writing (“writing to read”), knowledge-building through content, and inclusive access for all learners—are intended to strengthen universal instruction first. In that sense, Tier I is not a preliminary step outside the plan; it is the plan’s baseline expectation. Instead of asking, "Why isn't the curriculum working for these students?" we ask, "Why isn't the curriculum working for all students? "

In Simple Terms: MTSS: "Let's use data to give everyone a little help, some groups more help, and a few the most help, for both learning and behavior."

In Simple Terms: I-MTSS: "Let's make that even more unified—academic help and behavior help work hand-in-hand at every level, so no student falls through the cracks."

Resources & Templates to Support MTSS/I-MTSS

Notecatcher

Celebrations

• Creating Inclusive Literacy Celebrations
• Special literacy events and celebrations can be a great way to get kids excited about books and reading. But for kids who struggle with reading, these kinds of events can challenge their self-confidence. Here are 15 strategies to help you plan a successful, joyful reading event for all kinds of readers and learners.

• National Poetry Month
• National Poetry Month in April is a special occasion to celebrate the importance of poets and poetry in our culture.

• Read Across America
• The National Education Association (NEA) is excited to bring you Read Across America year-round to help you motivate kids to read, bring the joys of reading to students of all ages, and make all children feel safe, valued, and welcome.

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WRITING Writing is the ability to integrate all aspects of literacy to communicate a message through print. Proficient writing involves encoding skills, language skills, rich vocabulary, knowledge of text structure and organization, and control of writing mechanics and meaning. These skills work together seamlessly to produce written messages that are clear and understood by the intended audience.

Resource Alignment

Resource alignment is essential to effective literacy implementation and requires the intentional coordination of people, time, materials, and funding to meet student needs within an I-MTSS framework. Through data-informed decision-making, districts and schools align core instruction, targeted interventions, and intensive supports with staffing, schedules, professional learning, and evidence-based materials. Budgetary planning is essential to sustain this work by prioritizing investments that strengthen Tier 1 instruction, ensure timely access to intervention and progress monitoring, and support ongoing capacity building, resulting in a coherent, efficient system that maximizes resources to improve literacy outcomes for all learners.

MTSS

I-MTSS

In Maine, a Multi-Tiered System of Supports (MTSS) is a comprehensive framework that addresses the academic, behavioral, and social-emotional needs of each student in the most inclusive and equitable learning environment. More than a Response to Intervention (RTI), MTSS is a whole-school framework that organizes the people, programs, and policies into an integrated support system that begins in Tier 1. MTSS is a philosophy that organizes and leverages the systems that likely already exist in your school. It is a system that relies on more than just evidence-based curricula and identification processes. MTSS analyzes and organizes all available resources within the school context, such as people, facilities, time, data, curriculum & instruction, and any additional resources.

I-MTSS (Integrated MTSS) is a newer, more comprehensive version that explicitly integrates academic and social-emotional/behavioral supports into a cohesive system to improve student outcomes, with tools such as the Integrated Multi-Tiered Systems of Support Fidelity Rubric (IMFR) to assess its implementation. Think of MTSS as the foundational concept, and I-MTSS as a more robust, unified approach that centers all students and honors diverse ways of knowing. The Maine Literacy Playbook is grounded in an I-MTSS framework where Tier I instruction is the primary driver of literacy outcomes, even when not always labeled as a separate section. The Playbook’s core instructional practices—high-quality, evidence-based literacy instruction, integration of reading and writing (“writing to read”), knowledge-building through content, and inclusive access for all learners—are intended to strengthen universal instruction first. In that sense, Tier I is not a preliminary step outside the plan; it is the plan’s baseline expectation. Instead of asking, "Why isn't the curriculum working for these students?" we ask, "Why isn't the curriculum working for all students? "

In Simple Terms: MTSS: "Let's use data to give everyone a little help, some groups more help, and a few the most help, for both learning and behavior."

In Simple Terms: I-MTSS: "Let's make that even more unified—academic help and behavior help work hand-in-hand at every level, so no student falls through the cracks."

Resources & Templates to Support MTSS/I-MTSS

Notecatcher

Early Learning Foundational Literacy Skills

Play-based and project-based pedagogies are common interdisciplinary models in early childhood education. However, best practice often requires direct instruction of knowledge and skills. On the surface, these two ideas seem to contradict — in reality, they are powerful practices when combined. These modules on interdisciplinary instruction specifically address the unique needs of students developing foundational literacy and math knowledge and skills.

Interdisciplinary Instruction Foundational Literacy Skills

Technology expands literacy by giving students access to diverse texts, multimedia resources, and authentic opportunities to read, write, communicate, and create in meaningful ways. When used intentionally, technology can also strengthen engagement, support personalized learning, and help students develop the digital literacy skills needed to navigate and contribute to the modern world.

Make and Read

Audio & Video

Virtual Engagement

Create bookmarks, sand timers, or write in creative mediums like clay or shaving cream.

Use audiobooks or have kids record themselves reading and share with family.

Host virtual meetings, surveys, or read-alouds with guests for families with barriers.

Tips for success

Involve Everyone

Make it fun

Make it fun

Be Consistent

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Book Lists

• American Library Association Reading Guides
• A collection of ALA's literature award winners and various notable reading lists.

• The Association of Library Services for Children (ALSC)
• The Association for Library Service to Children promotes reading and books through recommendations, compilations of lists, and related services. ALSC booklists are created as a resource for children's librarians to share with patrons. Parents and caregivers are encouraged to explore these titles to find resources that may match or spark their child's interest.

• Indigenous Book List
• Books by Wabanaki authors; Early Elementary, Upper Elementary, Grade 6-Adult as well as Indigenous (Non Wabanaki) Resources - and also what books to avoid - Maine DOE

• Maine Student Book Awards (MSBA)
• The Maine Student Book Award is designed to expand literary horizons of students in grades 4-8 by encouraging them to read, evaluate, and enjoy a selection of new books and to choose a statewide favorite by written ballot each spring. The list of nominated books is built by a committee of dedicated professionals who hold levels of expertise in middle-grade literature. The List is not designed to support any particular curriculum.

Effective Early Elementary Literacy Instruction

Effective early-elementary literacy instruction, aligned with the Maine State Literacy Plan, is essential to ensuring that all Maine students develop the foundational skills, confidence, and joy needed to become lifelong readers and writers.

Effective Upper Elementary Literacy Instruction

As students transition from early to upper elementary grades, they move from developing foundational reading skills (e.g., basic decoding and encoding, listening comprehension) to extending those skills and applying them to deepen understanding of increasingly complex texts. In the upper elementary grades, the expectation that students must integrate knowledge across content areas and build robust vocabulary steadily grows. Texts are becoming more complex, and students must develop the comprehension skills needed to navigate them while remaining engaged and able to persevere.

Effective Secondary Literacy Instruction

As students move into middle and high school, literacy demands expand across all content areas. Adolescents are expected to read, write, speak, and think critically with increasingly complex, discipline-specific texts while building knowledge and vocabulary. Effective secondary literacy instruction integrates evidence-based practices and culturally sustaining approaches within a tiered system of supports so that all learners can access rigorous content, engage deeply, and develop the skills needed for college, career, and civic life.

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Literacy in Science

Literacy is foundational to science learning, shaping how students ask questions, interpret evidence, and communicate understanding. Reading, writing, speaking, and visual literacy enable learners to make sense of complex texts, data, and models, while supporting the precise use of scientific language and reasoning. When literacy is intentionally integrated into science instruction, students build deeper conceptual understanding, strengthen inquiry skills, and engage more fully in the practices of scientists—explaining phenomena, constructing arguments from evidence, and connecting ideas across disciplines.

SPEAKING & LISTENING

READ

WRITE

VOCABULARY

COMPREHENSION

Engaging in discussions, presentations, and debates; sharing and responding to ideas in the science environment

Understanding papers, graphs, and other materials to extract meaning and connect to new ideas

Understanding and selecting precise words to convey technical meaning

Explaining methodology and demonstrating comprehension of phenomena

Knowing key ideas and grounding new questions in established facts

“Bringing a Literacy Focus into the Science Classroom” - aft.org

“The Impact of Literacy in Science” - Accelerate Learning, 2023

“Promoting Scientific Literacy in the Science Classroom” - NSTA, 2023

“Supporting Literacy in the Science Classroom” - Edutopia, 2018

Evidence-Based Writing Instruction in High School Classrooms

Writing is a cornerstone of high school literacy and a primary vehicle for learning, thinking, and communicating across disciplines. Research is clear: students do not become stronger writers simply by writing more. They improve when writing is explicitly taught, strategically scaffolded, and intentionally practiced over time.

What the Research Tells Us About Secondary Writing

Across decades of studies and practice guides, several findings are consistent:

• Writing improves when instruction is explicit and sustained.
• Students benefit from strategies they can reuse, not one-time prompts.
• Writing is both a cognitive and metacognitive process that requires planning, monitoring, and revising.
• Adolescents write more effectively when they understand purpose, audience, and discipline-specific expectations.
• Writing instruction must align to standards, assessment expectations, and real academic tasks.

Effective writing instruction, therefore, makes the thinking behind writing visible, supports students in managing complexity, and gradually releases responsibility.

Active View of Reading

The Active View of Reading explains that reading requires both accurate word recognition and active meaning-making. Struggling readers may decode words correctly but still have difficulty understanding text without strong language skills and comprehension strategies. Instruction should support automatic word reading while also teaching students to think about, monitor, and make meaning from what they read. When students read actively, they are better able to understand and engage with complex texts across content areas.

The Active View of Reading builds upon the Simple View of Reading and Scarborough's Rope and incorporates newer research, adding such areas as active self-regulation. This video reviews what the evidence-based Active View of Reading Model is, some key ideas, and addresses some common misunderstandings.

Integrating the Active View of Reading with Wabanaki Studies

The Active View of Reading frames literacy as a dynamic, interactive process in which readers actively construct meaning by integrating the text, background knowledge, and cognitive strategies. Wabanaki Studies enhances this approach by providing rich, culturally grounded content, including oral stories, land-based knowledge, and tribal histories, which expand students’ schema and support deeper comprehension. By connecting Active View strategies to Wabanaki perspectives, educators foster engaged, critical, and culturally responsive readers who can navigate texts with curiosity, reflection, and understanding of both local and Indigenous contexts.

The Active View of Reading Duke and Cartwright, 2021

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Books

With rich, sustained texts that develop vocabulary, comprehension, critical thinking, and imagination - who doesn’t love a good book? Engaging with books allows readers to explore ideas deeply, make connections, and experience diverse perspectives across genres and formats. And audiobooks count too! They allow learners to access complex texts, engage with diverse voices, and make meaning through attentive listening. Audiobooks strengthen listening comprehension, vocabulary, and fluency while modeling expressive reading and pacing.

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Why All Strands Must Be Explicitly Taught

Just as skilled reading depends on the integration of multiple strands, proficient writing develops through the coordinated instruction of all strands of the Writing Rope. No single strand is sufficient on its own; weakness in one area can limit overall writing performance.

Discussions of literacy instruction often center on reading, despite writing being equally critical to student achievement, and while skilled reading is widely recognized as a complex, multi-component process, writing is too often treated as a single, monolithic skill.”

The Writing Rope: the Strands that Are Woven into Skilled Writing

Learn about the “writing rope” — a new model for understanding the interwoven elements that support writing. Get the basics on the five key strands and how to provide explicit instruction for each strand. - Reading Rockets

Magazines

Engaging, authentic texts that build background knowledge, vocabulary, and comprehension across a wide range of interests and reading levels. Their varied formats—articles, visuals, captions, and features—help readers practice navigating real-world texts while sustaining motivation and choice.

Literacy in Art

Literacy plays a vital role in the arts, shaping how students interpret, create, and communicate meaning through visual, performing, and media forms. Reading, writing, speaking, and visual literacy support learners in analyzing artistic choices, understanding cultural and historical contexts, and articulating creative intent. When literacy is intentionally integrated into arts instruction, students deepen critical and creative thinking, expand expressive language, and engage more thoughtfully with both their own work and the work of others.

SPEAKING & LISTENING

READ

WRITE

VOCABULARY

COMPREHENSION

Understanding and applying concepts such as color theory, symbolism, and proportion

Expressing opinions, formulating questions, and giving and receiving peer feedback

Analyzing artistic theories, influential works, and biographies

Crafting artists’ statements, critiques, opinion pieces, and grant applications

Art has its own language with specific terminology and meaning

“Literacy Across the Disciplines: Arts” - Ohio Department of Education

“How to Embed Art Literacy in Your Curriculum” - The Arty Teacher, 2018

“12 Art Activities to Build Literacy Skills” - Education.com, 2019

“Entangling Arts and Literacy in Education” - Arts Education Partnership, 2025

2. Understand the Framework

The playbook is organized around the core components of the Maine State Literacy Action Plan: strong instruction, supportive systems, aligned professional learning, equitable access, and continuous improvement. Each section provides short explanations and actionable tools you can use immediately.

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VOCABULARY Vocabulary is a key component of a rich literacy system and is critical to reading comprehension. Vocabulary is developed through rich classroom experiences, daily life, and intentionally designed instruction, and includes listening, speaking, reading, and writing vocabulary.

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Why All Strands Must Be Explicitly Taught

In secondary school, it is often assumed that students have already mastered foundational writing skills. In reality, many students continue to need explicit instruction and practice across all strands of the Writing Rope.

The Writing Rope: the Strands that Are Woven into Skilled Writing

Learn about the “writing rope” — a new model for understanding the interwoven elements that support writing. Get the basics on the five key strands and how to provide explicit instruction for each strand. - Reading Rockets

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View This PDF Here: Maine State Literacy Action Plan

PHONOLOGICAL/PHONEMIC AWARENESS Phonological skills encompass all abilities related to the sound structure of language. They involve recognizing and manipulating sounds in words and sentences, including skills such as rhyming, alliteration, segmenting, and blending.

Core Tenets PreK–3

How to Use This Graphic

Understand the Big Picture

Plan Instruction Thoughtfully

Reflect on Practice

Collaborate with Colleagues

Engage Families and Caregivers

Recipes

Readers are required to sequence steps, interpret precise language, and apply vocabulary in meaningful, real-world contexts when reading a recipe. Following and creating recipes strengthens comprehension, procedural reading, and the ability to translate text into action.

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Early Learning for ME Instructional Programming

The For ME Early Learning Instructional Programs adapt Boston Public Schools’ Focus curriculum to provide a coherent, research-based Pre-K–2 continuum that emphasizes developmentally appropriate, playful, and inclusive practices supporting young children’s social, emotional, and academic growth while valuing diversity and fostering belonging.

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Index & Glossary

Literacy in Life

Literacy is essential to functional life skills, enabling individuals to navigate everyday tasks, make informed decisions, and participate independently in their communities. Reading, writing, speaking, and numeracy support understanding schedules, forms, instructions, digital tools, and real-world information. When literacy is intentionally embedded in functional life skills instruction, learners build confidence, self-advocacy, and practical competence, connecting academic learning to meaningful, authentic applications in daily life.

SPEAKING & LISTENING

READ

WRITE

VOCABULARY

COMPREHENSION

Participating in meetings, interviews, presentations, and collaborative discussions; actively listening and responding to colleagues and supervisors

Understanding workplace documents, emails, manuals, and instructions to extract relevant information and make informated decisions

Applying key concepts such as workplace norms, problem-solving strategies, and professional expectations to real-world scenarios

Using precise, context-appropriate terminology to communicate effectively in professional and real-life settings

Communicating clearly through emails, reports, resumes, cover letters, and professional documentation

“Defining Deeper Learning and 21st Century Skills” - National Academies

“How Important is Teaching Literacy in All Content Areas?” - Edutopia, 2010

“Life, Career, Abilities” - Technical Assistance Center of New York

“What Are Basic Literacy Skills?” - The Literacy Project

Community Inventory Templates

Community Connections- Outdoors

Community Connections- In the Library

Literacy in Mathematics/Numeracy

Literacy is integral to mathematics and numeracy, supporting how students make sense of problems, reason quantitatively, and communicate mathematical thinking. Reading, writing, speaking, and visual representation help learners interpret mathematical language, symbols, and data, while articulating strategies and justifying solutions. When literacy is intentionally embedded in mathematics instruction, students deepen conceptual understanding, strengthen problem-solving skills, and develop the confidence to explain and apply mathematics across contexts.

SPEAKING & LISTENING

READ

WRITE

VOCABULARY

COMPREHENSION

Mathematics assigns precise meanings to terms; understanding when and how to use them is vital

Listening to and responding to others’ reasoning, a key element in mathematics

Reading scenarios, understanding context, and applying modeling strategies

Justifying ideas and constructing applied scenarios

Knowing key ideas and grounding new questions in established facts

“6 Ways to Merge Literacy with Mathematics” - Edutopia, 2023

“Boost Math Literacy: 6 Strategies to Enhance Student Engagement” - Carnegie Learning, 2022

“Disciplinary Literacy in Mathematics” - Wisconsin Department of Education

“Literacy in Math: A Conversation with Bob Janes” - Center for Professional Education of Teachers

Scarborough’s Reading Rope

Scarborough’s Reading Rope explains that strong reading develops through two connected strands: word recognition and language comprehension. Struggling readers often have difficulty in one or both areas, making complex texts challenging to read. When students can recognize words accurately and automatically, they can focus more on understanding what they read. At the same time, language skills such as vocabulary, background knowledge, and understanding sentence structure are essential for making meaning from text.

In this overview from Calgary Reads, learn about the two key segments of Scarborough’s Reading Rope: Word recognition and language comprehension. By building on these two strands, we can create a rope to bridge the gap between reading well and struggling to read. - Reading Rockets

High-Leverage Literacy Learning Routines

Comprehension

Vocabulary

Interactive Vocabulary Mapping

Question the Text

Concept Sorts

Think-Alouds

Predict and Confirm

Text Evidence Hunt

Context Clue Investigation

Frayer Model Analysis

Word Learning Through Contextual Reasoning

Morphology Exploration

Think-Pair-Share

Summarize and Synthesize

Graphic Organizer Thinking

Inquiry Journals

Culturally Responsive

Maine is fortunate to be home to people and traditions from around the world as well as thriving, vibrant indigenous communities. Click HERE to learn more about the Wabanaki Nations, their languages, cultural traditions, and what’s happening in communities today.

Culturally Responsive Teaching (CRT) is an instructional approach that recognizes and values students’ cultural, linguistic, and lived experiences as assets for learning. It intentionally connects instruction to students’ identities and backgrounds to make learning more meaningful, accessible, and rigorous—while maintaining high expectations for ALL learners.

Culturally Responsive Teaching and Why it Matters for Foundational Literacy Skills Instruction for ALL Learners

Literacy is not culturally neutral—it is developed, expressed, and applied through language, identity, context, and social interaction. By grounding literacy instruction in students’ lived experiences, community knowledge, and cultural texts and practices, educators make reading and writing more meaningful and relevant, supporting deeper comprehension and transfer across contexts. Culturally responsive literacy instruction strengthens reading, writing, and discourse. This approach ensures that all learners—particularly multilingual learners and those historically underserved—develop strong, flexible, and enduring literacy skills.

Culturally responsive teaching strengthens foundational reading instruction by ensuring that phonological awareness, phonics, fluency, vocabulary, and comprehension are taught in ways that are meaningful, accessible, and affirming for multilingual learners—without reducing rigor.

CRT Does NOT Change

CRT Changes

Core Tenets Grades 6-8

How to Use This:

• Scan the tenets to gain a broad overview of what comprehensive secondary literacy requires.
• Identify strengths by noting which tenets your school or classroom already supports well.
• Spot opportunities by looking for tenets that are less developed or missing in your current structures.
• Use it in teams—PLC meetings, literacy teams, or cross-content planning sessions—to build shared understanding and align efforts.
• Return to it regularly as you design curriculum, choose strategies, or evaluate progress. The tenets offer a quick, consistent reference point for decision-making.

Essential Literacy Application for Middle School

Advanced word analysis with emphasis on morphology (prefixes, suffixes, roots), academic word families, and strategies for determining the meaning of unfamiliar words in discipline-specific texts.

Comprehension development using increasingly complex grade-level texts, including explicit instruction in text structures, inferencing, summarization, evidence-based reasoning, and strategic use of comprehension processes.

Vocabulary development integrated with content learning, including explicit instruction in Tier 2 and Tier 3 terms, conceptual word networks, and discipline-specific language.

Written composition and academic writing across genres, including planning, drafting, revising, editing, argumentation, explanation, narrative techniques, and discipline-specific writing conventions.

Reading fluency with complex texts, emphasizing phrasing, prosody, and efficient navigation of discipline-specific structures and features (e.g., graphs, diagrams, primary sources).

Sentence-level skills, including grammar, syntax, and sentence construction strategies that support clarity, coherence, and comprehension of complex academic texts.

Critical reading and evaluation of multimodal sources (e.g., digital texts, media, data displays) to build information literacy, analysis, and synthesis skills..

Oral academic language development through structured discussions, collaborative problem-solving, and content-specific discourse routines.

Strategic use of background knowledge and knowledge-building experiences to support comprehension across all disciplines.

I-MTSS

MTSS

I-MTSS (Integrated MTSS) is a newer, more comprehensive version that explicitly integrates academic and social-emotional/behavioral supports into a cohesive system to improve student outcomes, with tools such as the Integrated Multi-Tiered Systems of Support Fidelity Rubric (IMFR) to assess its implementation. Think of MTSS as the foundational concept, and I-MTSS as a more robust, unified approach to it. Instead of "why isn't the curriculum working for these students?" we ask "why isn't the curriculum working for all students?" In Simple Terms I-MTSS: "Let's make that even more unified—academic help and behavior help work hand-in-hand at every level, so no student falls through the cracks."

MTSS In Maine, a Multi-Tiered System of Supports (MTSS) is defined as a comprehensive framework designed to address the academic, behavioral, and social-emotional needs of each student in the most inclusive and equitable learning environment. More than a Response to Intervention (RTI), MTSS is a whole-school framework that organizes the people, programs and policies, into an integrated support system that begins in tier 1. MTSS is a philosophy that organizes and leverages the systems that likely already exist in your school. It is a system that relies on more than just evidence-based curricula and identification processes. MTSS analyzes and organizes all available resources within the school context, such as people, facilities, time, data, curriculum & instruction, and any additional resources. In Simple Terms MTSS: "Let's use data to give everyone a little help, some groups more help, and a few the most help, for both learning and behavior."

 Literacy in Wabanaki Studies

Literacy in Wabanaki Studies extends beyond reading and writing to include oral tradition, storytelling, visual symbolism, land-based knowledge, and community memory as vital forms of meaning-making. For generations, Wabanaki Nations have transmitted history, ecological knowledge, governance, and cultural values through spoken word, seasonal practices, material arts, and language. Integrating Wabanaki perspectives into literacy instruction honors these longstanding knowledge systems while strengthening students’ vocabulary, background knowledge, narrative understanding, and critical thinking. By engaging with tribally endorsed texts, oral histories, and place-based learning experiences, students develop not only foundational literacy skills, but also a deeper understanding of Wabanaki histories, living cultures, and enduring relationships to land and community.

PLACE

PEOPLE

ANIMALS

LANGUAGE

MAPPING

Vital in Wabanaki storytelling, carrying cultural meanings, worldview, and identity through Indigenous words, rhythms, and expressions that sustain the living traditions

Place grounds narratives in the lands and waters of the homelands and conveying cultural knowledge, relationships, and responsibilities

Knowledge is carried through generations by community members whose voices, experiences, and relationships sustain the cultural teachings and living traditions

Connects stories to specific landscapes and journeys, helping people understand relationships, movement, and meaning across homelands

Often serving as teachers and relatives whose actions convey lessons about balance, respect, and relationships within the natural world

Wabanaki Storytelling

Wabanaki Studies, Maine DOE

ABBE Museum

Graphic Novels

By integrating visual and textual information, graphic novels strengthen comprehension, inference, and sequencing skills. By making meaning across images, dialogue, and narrative structure, readers build fluency, engagement, and confidence with complex texts.

Language Development

WIDA-informed literacy practices recognize that language development is foundational to learning across all content areas and that every student brings valuable linguistic and cultural assets into the classroom. Grounded in the WIDA Standards Framework, these practices intentionally integrate language, content, and cognition, ensuring that instruction is accessible, rigorous, and responsive to learners at varying levels of English language development. By designing literacy experiences that scaffold meaning, promote academic discourse, and honor students’ home languages and identities, educators create learning environments where multilingual learners—and all students—can engage deeply, demonstrate understanding in multiple ways, and build toward independence and academic success.

Writing & Expression, WIDA-Informed

Reading & Comprehension, WIDA-Informed

• Literacy instruction explicitly supports students in navigating complex texts, including disciplinary vocabulary, syntax, and text structures.
• Educators model and teach comprehension strategies using oral language, shared reading, and collaborative discussion.
• Background knowledge is intentionally activated and built, recognizing that cultural and linguistic experiences vary across learners.

• Writing instruction provides multilingual learners with models, mentor texts, and opportunities to compose across genres and disciplines.
• Teachers support students in developing language forms and conventions within authentic writing tasks.
• Feedback focuses on meaning and communication first, with attention to language accuracy as part of a growth process.

WIDA Standards

The Secondary Literacy Profile can be used to identify patterns of literacy strengths and struggles across reading comprehension, questioning, inferencing, and monitoring skills in adolescent learners while supporting differentiated instruction by helping educators match literacy supports to individual student needs and readiness levels.

Secondary Literacy Profile

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Informative/Explanatory Writing

Purpose: To explain ideas, concepts, processes, or information clearly and accurately. This type of writing is central to disciplinary literacy and research-based tasks.

• Organize information logically
• Explain relationships (cause/effect, compare/contrast)
• Use precise, domain-specific vocabulary
• Integrate evidence from multiple sources
• Maintain an objective, explanatory tone

Students Learn To:

Teach paraphrasing and synthesis Students practice putting ideas in their own words and combining information from multiple sources rather than copying or summarizing one text at a time.

Use rubrics and exemplars asinstructional tools Criteria for quality writing are introduced early and revisited throughout the writing process so expectations are transparent.

Move students from notesto text intentionally Educators guide students through the progression from note-taking to sentence construction to cohesive paragraphs.

Teach text structuresexplicitly Teachers model common organizational patterns and help students recognize and apply them in their own writing.

Model academic explanationthrough think-alouds Teachers write in front of students, narrating decisions about clarity, word choice, and organization.

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Non-Evaluative Walkthroughs

A walkthrough form is a short, focused tool that helps leaders, coaches, and literacy teams observe instructional practices in real time. Unlike formal evaluations, walkthroughs are meant to be low-stakes and supportive—they offer a quick snapshot of what students are doing, what the teacher is doing, and how well classroom practices align with evidence-based literacy instruction and schoolwide goals.

To use a walkthrough form effectively, begin by identifying the specific practices you want to learn more about. Setting clear goals in advance helps ensure consistency and provides your team with meaningful data for reflection. During the walkthrough, keep observations brief and objective, capturing only what you see and hear. Afterward, use the form to guide team reflection, celebrate strengths, and identify areas that may benefit from additional support, modeling, or professional learning.

When used consistently, walkthrough forms create a shared picture of instruction across classrooms, help monitor progress over time, and support a culture of collaborative growth aligned with your numeracy priorities.

GET THESE WORKSHEETS HERE

The Literacy Leadership Jigsaw

Literacy Leaders know all the pieces of this puzzle

• Consistent and Significant Scheduling - A sustainable culture of literacy is built on allocating time and priority to literacy development throughout the school day and the academic term.

• Maine DOE Connections and Partnerships - The Maine DOE works with schools and community partners to establish and grow literacy programs beyond the classroom. The Maine State Literacy Hub has resources and professional learning available to support numeracy development.

• Recognizing Success: In Maine, we celebrate the successes of students, schools, and districts in advancing numeracy. From recognizing individual teachers to Blue Ribbon Schools to numeracy-leading programs, we understand that success isn’t accidental and that we all benefit from learning from models of success.

• Budget Priorities - Creating a sustainable culture of numeracy requires an investment of resources. Numeracy leaders commit to supporting their learners by adequately resourcing successful, evidence-based numeracy programs.

Literacy Jigsaw Essential Questions

Literacy at Work

Modern literacies reposition literacy as a suite of capabilities that support participation in economic, civic, and cultural life. These competencies prepare learners not just for specific jobs but for lifelong capacity building and career mobility across sectors.

TOOLS

INFORMATION

VOCABULARY

ETHICS

ACCESS

Scaffold supports and structures to ensure all learners - including multilingual learners and striving readers - can engage meaningfully.

Critical use of digital tools - not just access, but thoughtful application and pivoting with new technologies.

Interpretation of multimodal information - understanding audio, visual, interactive, and textual knowledge.

Meaning-making in context - synthesizing insights across fields, disciplines, and cultural perscpectives.

Ethical engagement with information - navigating misinformation, AI outputs, and socially complex issues.

“Career Readiness, Life Literacies and Key Skills” - New Jersey Student Learning Standards

“Introduction to New Literacies” - Maine Department of Education

“Modern Literacies: Helping our Students Navigate our Complex World” - Corwin Connect

“Defining Deeper Learning and 21st Century Skills” - National Academies

Occupational Literacy Competencies

Critical Thinking & Problem Solving

Ethical, Social & Cultural Intelligence

Adaptability & LIfelong Learning

Communication & Collaboration

Digital & Media Literacy

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Engagement means building relationships among schools, families, and communities to support learning and development (Baker, Wise, Kelley, & Skiba, 2016). Effective, sustainable family engagement is culturally competent and responsive to all families; it is a shared responsibility of schools, families, and communities; it is continuous from birth throughout adulthood; it happens in homes, early care and education settings, schools, and communities; and it operates with capacity and partnerships.

Family Communication Strategies

Family Involvement Strategies

Family Engagement Strategies

Family Literacy Questions to Consider

Family Engagement Strategies

Literacy Activities for Families and Communities

Book Clubs

Try a "genre specific" club - where every book you tackle is a mystery, or historical, or a science fiction adventure, or...

Host a "many options" Book Club where everyone reads a different title from the same section of the library

Cookbooks and sampling the efforts are a Book Club Dream Team. Be sure to use school resources for equity and check for allergies ahead of time

Resources:

• Book Club Basics
• Book clubs should celebrate reading! Here are ideas from the NEA to get you started.
• How to Run a Book Club for Kids and Teens
• Book clubs are a wonderful way for kids and teens to share their love of reading, and are a great way to meet other kids. -Vancouver Public Library

Combine books and games with special clubs devoted to these pairings. Perhaps a round of Life and a work of Jane Austen? Perhaps the class could re-do the game to match the book?

Head to the Non-Fiction - read up on dog breeds and training, then watch Agility Trials or Westminster - or write bios of pets at home!

Books

With rich, sustained texts that develop vocabulary, comprehension, critical thinking, and imagination - who doesn’t love a good book? Engaging with books allows readers to explore ideas deeply, make connections, and experience diverse perspectives across genres and formats. And audiobooks count too! They allow learners to access complex texts, engage with diverse voices, and make meaning through attentive listening. Audiobooks strengthen listening comprehension, vocabulary, and fluency while modeling expressive reading and pacing.

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Engagement means building relationships among schools, families, and communities to support learning and development (Baker, Wise, Kelley, & Skiba, 2016). Effective, sustainable family engagement is culturally competent and responsive to all families; it is a shared responsibility of schools, families, and communities; it is continuous from birth throughout adulthood; it happens in homes, early care and education settings, schools, and communities; and it operates with capacity and partnerships.

Family Communication Strategies

Family Involvement Strategies

Family Engagement Strategies

Family Literacy Questions to Consider

Family Engagement Strategies

Literacy Activities for Families and Communities

Systemic and Explicit Instructional Practices for Early Elementary Literacy

• Systematic (deliberately sequenced) and explicit (clear, modeled, practiced) instruction in phonological awareness, phonics, fluency, vocabulary, comprehension, and writing—aligned with a high-quality, evidence-based scope and sequence.
• Daily opportunities for oral language development, including structured discussions, interactive read-alouds, intentional questioning, storytelling, play-based conversations, and academic talk that reinforces vocabulary and comprehension.
• Abundant access to high-quality, culturally responsive, and developmentally appropriate texts, including decodable texts, picture books, informational texts, and multimodal resources that invite joyful and meaningful engagement.
• Balanced use of whole-class instruction, small-group instruction, and individualized support, informed by ongoing observation and assessment of children’s strengths, needs, and emerging literacy profiles.
• Instructional routines that include modeling, guided practice, and frequent opportunities for application, ensuring children receive the repetition, feedback, and gradual release necessary for skill mastery.
• Use of rich read-alouds and shared reading experiences that build knowledge, vocabulary, comprehension, and a love of books while exposing children to complex language and content beyond their independent reading level.
• Explicit handwriting and encoding instruction, supporting the development of automatic letter formation, spelling patterns, and the transcription skills necessary for early writing.
• Integrated content learning, connecting literacy with science, social studies, arts, and play to deepen understanding, build knowledge networks, and strengthen comprehension.
• Intentional efforts to nurture motivation, engagement, and positive literacy identity, including student choice, authentic literacy activities, opportunities for creativity, and routines that center on belonging and joy.
• Strong communication and partnerships with families and caregivers, offering strategies for supporting reading, language, and vocabulary at home, and honoring family cultural and linguistic practices as essential to children’s literacy growth.

Literacy in Music

Literacy is essential to music learning, supporting how students read, interpret, create, and respond to sound. Through reading, writing, listening, and discussion, learners make sense of musical notation, lyrics, structure, and cultural context while developing the language to describe and reflect on musical experiences. When literacy is intentionally integrated into music instruction, students strengthen listening and analytical skills, deepen musical understanding, and communicate artistic ideas with clarity and purpose.

SPEAKING & LISTENING

READ

WRITE

VOCABULARY

COMPREHENSION

Developing mental models for music that are closely tied to foundational literacy skills

Expressing opinions, formulating questions, and giving and receiving peer feedback

Interpreting musical notations, biographies, and theories

Music has its own language with specific terminology and meaning

Composing notations, lyrics, theories, and critiques

“Music Training Can be a Literacy Superpower” - Edutopia, 2022

“Tips for Teaching Literacy in Music Class” - Vicky Webber, blog, 2023

“Using Music to Teach Early Literacy Skills” - Capstone, 2020

“What Does Literacy in Music Look Like?” - New South Wales Department of Education

Literacy is so much more than teaching students to decode text—it is about weaving reading, writing, and critical communication into the very fabric of a student’s way of being. When schools cultivate environments where books, language, and meaningful communication are visible, celebrated, and accessible to all students and adults, reading and writing shift from isolated classroom tasks to powerful tools for understanding the world, building knowledge, and expressing ideas across disciplines and contexts. Such a culture does more than improve test scores; it nurtures curiosity, fosters collaboration among teachers and learners, and embeds literacy in every corner of school life, making it part of the school community's identity and a foundation for success in school and beyond.

Publicly Celebrate Reading

Library Focus

Authentic Writing

Celebrate All Reading

Spark Discussion

Resource Alignment

Resource alignment is essential to effective literacy implementation and requires the intentional coordination of people, time, materials, and funding to meet student needs within an I-MTSS framework. Through data-informed decision-making, districts and schools align core instruction, targeted interventions, and intensive supports with staffing, schedules, professional learning, and evidence-based materials. Budgetary planning is essential to sustain this work by prioritizing investments that strengthen Tier 1 instruction, ensure timely access to intervention and progress monitoring, and support ongoing capacity building, resulting in a coherent, efficient system that maximizes resources to improve literacy outcomes for all learners.

MTSS

I-MTSS

In Maine, a Multi-Tiered System of Supports (MTSS) is a comprehensive framework that addresses the academic, behavioral, and social-emotional needs of each student in the most inclusive and equitable learning environment. More than a Response to Intervention (RTI), MTSS is a whole-school framework that organizes the people, programs, and policies into an integrated support system that begins in Tier 1. MTSS is a philosophy that organizes and leverages the systems that likely already exist in your school. It is a system that relies on more than just evidence-based curricula and identification processes. MTSS analyzes and organizes all available resources within the school context, such as people, facilities, time, data, curriculum & instruction, and any additional resources.

I-MTSS (Integrated MTSS) is a newer, more comprehensive version that explicitly integrates academic and social-emotional/behavioral supports into a cohesive system to improve student outcomes, with tools such as the Integrated Multi-Tiered Systems of Support Fidelity Rubric (IMFR) to assess its implementation. Think of MTSS as the foundational concept, and I-MTSS as a more robust, unified approach that centers all students and honors diverse ways of knowing. The Maine Literacy Playbook is grounded in an I-MTSS framework where Tier I instruction is the primary driver of literacy outcomes, even when not always labeled as a separate section. The Playbook’s core instructional practices—high-quality, evidence-based literacy instruction, integration of reading and writing (“writing to read”), knowledge-building through content, and inclusive access for all learners—are intended to strengthen universal instruction first. In that sense, Tier I is not a preliminary step outside the plan; it is the plan’s baseline expectation. Instead of asking, "Why isn't the curriculum working for these students?" we ask, "Why isn't the curriculum working for all students? "

In Simple Terms: MTSS: "Let's use data to give everyone a little help, some groups more help, and a few the most help, for both learning and behavior."

In Simple Terms: I-MTSS: "Let's make that even more unified—academic help and behavior help work hand-in-hand at every level, so no student falls through the cracks."

Resources & Templates to Support MTSS/I-MTSS

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Game Instructions

Navigating these texts builds comprehension, critical thinking, and problem-solving skills while connecting reading to interactive, hands-on experiences. Savvy readers must interpret rules, sequence actions, and understand specialized language in context.

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CULTURALLY RESPONSIVE

Culturally Responsive Teaching (CRT) is an instructional approach that recognizes and values students’ cultural and lived experiences as assets for learning. It intentionally connects instruction to students’ identities and backgrounds to make learning more meaningful, accessible, and rigorous—while maintaining high expectations for ALL learners.

Culturally Responsive Teaching and Why it Matters for Foundational Literacy Skills Instruction for ALL Learners

Literacy is not culturally neutral—it is learned, communicated, and applied through language, context, and social interaction. By grounding literacy instruction in students’ lived experiences, community knowledge, and cultural practices, educators make abstract concepts more concrete and relevant, supporting deeper conceptual understanding and transfer. Culturally responsive literacy instruction also strengthens literacy discourse. When students are encouraged to explain their thinking using familiar representations and problem contexts, they build confidence, precision, and reasoning skills. This approach ensures that all learners—particularly multilingual learners and those historically underserved—develop strong, flexible, and enduring literacy skills.

Culturally responsive teaching strengthens foundational literacy instruction by ensuring that students develop strong reasoning, conceptual understanding, and fluency through instruction that is meaningful, accessible, and affirming for multilingual learners—without lowering expectations.

CRT Changes

CRT Does NOT Change

• The need for explicit, systematic foundational skills instruction
• High expectations for literacy development
• The evidence-based sequence of literacy skills

• How instruction connects to students’ lives
• How literacy and meaning are scaffolded
• How students experience themselves as problem solvers, readers, and writers.

Maine is fortunate to be home to people and traditions from around the world as well as thriving, vibrant indigenous communities. Click HERE to learn more about the Wabanaki Nations, their languages, cultural traditions, and what’s happening in communities today.

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Engagement means building relationships among schools, families, and communities to support learning and development (Baker, Wise, Kelley, & Skiba, 2016). Effective, sustainable family engagement is culturally competent and responsive to all families; it is a shared responsibility of schools, families, and communities; it is continuous from birth throughout adulthood; it happens in homes, early care and education settings, schools, and communities; and it operates with capacity and partnerships.

Family Communication Strategies

Family Involvement Strategies

Family Engagement Strategies

Family Engagement Strategies

Family Literacy Questions to Consider

2. Understand the Framework

The playbook is organized around the core components of the Maine State Literacy Action Plan: strong instruction, supportive systems, aligned professional learning, equitable access, and continuous improvement. Each section provides short explanations and actionable tools you can use immediately.

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 Literacy in Physical Education

Literacy plays an important role in physical education, supporting how students understand movement, health concepts, and personal wellness. Reading, writing, speaking, and visual literacy help learners interpret rules, strategies, fitness data, and health information, while reflecting on goals and performance. When literacy is intentionally integrated into physical education, students deepen their understanding of healthy habits, communicate effectively about movement and teamwork, and develop skills for lifelong physical well-being.

SPEAKING & LISTENING

READ

WRITE

VOCABULARY

COMPREHENSION

Articulate rules, procedures, and health indicators, while actively listening to peers describe their experiences, goals, and states of well-being

Navigating rule books, nutritional information, medical reports, player biographies

Games, sports and the overall health industry have a myriad of specific words and terms

Understanding physical connection to body mechanics and health is vital to overall well-being

Physical education plans, personal goals, and routines, assessments

“Improving Literacy through Sport” - Sport and Dev, 2017

“Physical Literacy” - Science for Sport

“What is Physical Literacy?” - Twikle

“How to Write Sport Stories!” - Tom Moorcroft

Evidence Rating Alignment

Use this information to support identifying instructional practices, materials, and supports.

Strong Evidence (1)

Moderate Evidence (2)

Must Meet ALL:

Must Meet ALL:

• Experimental OR quasi-experimental
• WWC with/without reservations
• Positive outcomes, no negative
• Large sample (n ≥ 350) + multisite

• Experimental (RCT)
• WWC without reservations
• Positive outcomes, no negative
• Large sample (n ≥ 350) + multisite

Practices That Qualify

Practices That Qualify

• Numeracy discourse
• Use of multiple representations (CRA: concrete → abstract)
• Purposeful questioning to advance reasoning
• Problem-solving tasks with multiple strategies
• Schema activation / connecting prior knowledge

• Systematic & explicit literacy instruction)
• Explicit modeling → guided practice → feedback cycles
• Building procedural fluency from conceptual understanding
• Formative assessment / using evidence of student thinking

Why These Meet Strong Evidence

Why These Meet Strong Evidence

• Some large studies exist, BUT:
• Often quasi-experimental OR mixed methods
• Implementation variability across sites
• Meet sample size requirement in some studies, but not consistently at the same rigor as RCTs

• Backed by:
• Large-scale RCTs (e.g., IES, WWC-reviewed literacy interventions)
• Multisite implementation across districts
• Consistent, statistically significant gains in reading and writing achievement
• Clear causal impact

A shared vision of literacy is grounded in evidence, responsive to learners, and embedded across all content areas

Systematic and explicit core instruction is the foundation of an effective, equitable literacy system. Grounded in evidence-based practices, this approach ensures that all students receive clear, intentional instruction in essential literacy skills through well-sequenced lessons, purposeful modeling, guided practice, and ongoing feedback.

Systematic (presented in an intentionally planned sequence) and explicit (clear explanations with examples) instruction in phonological awareness (at the multi-syllabic level), phonics (decoding and encoding), word analysis, fluency, vocabulary, comprehension, and written composition/expression.

Oral language and knowledge building through interactive read-alouds of age-appropriate books/texts (print and digital), extended conversations, and content study that draws connections to home cultures, languages, and experiences.

Abundant access to culturally responsive and grade-appropriate literacy materials and opportunities for authentic use throughout the school day.

A mixture of strategically planned whole group, small group, and individualized instruction, using flexible, differentiated grouping strategies informed by observed and assessed strengths and needs.

Deliberate efforts to promote motivation and engagement in literacy learning. Deliberate efforts to partner with families in promoting literacy development.

Frequent opportunities for reteaching and distributed practice.

Intentional interweaving of skills such as phonics, morphology, and vocabulary to decode and encode, as well as to understand the meaning of words.

Foster motivation and engagement across explicit literacy lessons and interdisciplinary content areas.

Integration and scaffolding of intentional literacy instruction across content areas.

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Core Tenets PreK–3

How to Use This Graphic

Understand the Big Picture

Plan Instruction Thoughtfully

Reflect on Practice

Collaborate with Colleagues

Engage Families and Caregivers

Cereal Boxes

Immersing readers in functional, real-world text that combines words, images, numbers, and design, reading labels, directions, and claims builds vocabulary, comprehension, and critical thinking as learners interpret information and purpose in everyday contexts.

Book Lists

• American Library Association Reading Guides
• A collection of ALA's literature award winners and various notable reading lists.

• The Association of Library Services for Children (ALSC)
• The Association for Library Service to Children promotes reading and books through recommendations, compilations of lists, and related services. ALSC booklists are created as a resource for children's librarians to share with patrons. Parents and caregivers are encouraged to explore these titles to find resources that may match or spark their child's interest.

• Indigenous Book List
• Books by Wabanaki authors; Early Elementary, Upper Elementary, Grade 6-Adult as well as Indigenous (Non Wabanaki) Resources - and also what books to avoid - Maine DOE

• Maine Student Book Awards (MSBA)
• The Maine Student Book Award is designed to expand literary horizons of students in grades 4-8 by encouraging them to read, evaluate, and enjoy a selection of new books and to choose a statewide favorite by written ballot each spring. The list of nominated books is built by a committee of dedicated professionals who hold levels of expertise in middle-grade literature. The List is not designed to support any particular curriculum.

Game Instructions

Navigating these texts builds comprehension, critical thinking, and problem-solving skills while connecting reading to interactive, hands-on experiences. Savvy readers must interpret rules, sequence actions, and understand specialized language in context.

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Using Data for Decisions

This graphic from the Center on Multi-Tiered Systems of Supports maps how data-based decision-making components work together to meet the needs of all students. The three key components—screening, progress monitoring, and a multi-level prevention system—support MTSS teams in making informed decisions about student movement within tiered supports, intensifying interventions, allocating resources, and identifying students who may require individualized education plans. Together, these components promote continuous improvement in both instructional systems and student outcomes.

Literacy at Work

Modern literacies reposition literacy as a suite of capabilities that support participation in economic, civic, and cultural life. These competencies prepare learners not just for specific jobs but for lifelong capacity building and career mobility across sectors.

TOOLS

INFORMATION

VOCABULARY

ETHICS

ACCESS

Scaffold supports and structures to ensure all learners - including multilingual learners and striving readers - can engage meaningfully

Critical use of digital tools - not just access, but thoughtful application and pivoting with new technologies

Interpretation of multimodal information - understanding audio, visual, interactive, and textual knowledge

Meaning-making in context - synthesizing insights across fields, disciplines, and cultural perscpectives

Ethical engagement with information - navigating misinformation, AI outputs, and socially complex issues

“Career Readiness, Life Literacies and Key Skills” - New Jersey Student Learning Standards

“Introduction to New Literacies” - Maine Department of Education

“Modern Literacies: Helping our Students Navigate our Complex World” - Corwin Connect

“Defining Deeper Learning and 21st Century Skills” - National Academies

Occupational Literacy Competencies

Critical Thinking & Problem Solving

Ethical, Social & Cultural Intelligence

Adaptability & LIfelong Learning

Communication & Collaboration

Digital & Media Literacy

As students move into middle school, literacy demands expand across all content areas. Adolescents are expected to read, write, speak, and think critically with increasingly complex

Advanced word analysis with emphasis on morphology (prefixes, suffixes, roots), academic word families, and strategies for determining the meaning of unfamiliar words in discipline-specific texts.

Vocabulary development integrated with content learning, including explicit instruction in Tier 2 and Tier 3 terms, conceptual word networks, and discipline-specific language.

Comprehension development using increasingly complex grade-level texts, including explicit instruction in text structures, inferencing, summarization, evidence-based reasoning, and strategic use of comprehension processes.

Reading fluency with complex texts, emphasizing phrasing, prosody, and efficient navigation of discipline-specific structures and features (e.g., graphs, diagrams, primary sources).

Written composition and academic writing across genres, including planning, drafting, revising, editing, argumentation, explanation, narrative techniques, and discipline-specific writing conventions.

Sentence-level skills, including grammar, syntax, and sentence construction strategies that support clarity, coherence, and comprehension of complex academic texts.

Critical reading and evaluation of multimodal sources (e.g., digital texts, media, data displays) to build information literacy, analysis, and synthesis skills.

Page 38 For multilingual learners, explicit connections between English and home-language structures (phonological, morphological, syntactic, and orthographic), using primary languages as assets for vocabulary development.

Oral academic language development through structured discussions, collaborative problem-solving, and content-specific discourse routines.

Strategic use of background knowledge and knowledge-building experiences to support comprehension across all disciplines.

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Poetry

Poetry sharpens attention to language, sound, and meaning, helping readers develop vocabulary, inference, and interpretive skills. Its brevity and emotional resonance invite close reading and personal connection, making complex ideas accessible while encouraging expressive and reflective thinking.

Formative Literacy Assessment Across Content Areas

The need to assess a student’s mastery of literacy skills and adjust instruction to continue developing those skills is ongoing. What is Formative Assessment? Formative by Newsela provides a detailed description of the rationale and practical applications of content-area-agnostic formative assessment.

Formative Assessment Strategies for Literacy Across the Curriculum

Weekly Quizzes

Surveys & Polls

Self-Reflections

Classroom Activities

Homework Assignments

Exit Tickets

Quick tools used to gather student perspectives, interests, and confidence levels, helping educators tailor literacy instruction and increase relevance and engagement. Look for: Use of student voice data to adapt instruction, materials, and engagement strategies.

Short, low-stakes checks for understanding that help monitor students’ comprehension and skill development over time, allowing educators to adjust instruction and reinforce key literacy concepts. Look for: Regular, standards-aligned checks with timely instructional adjustments based on results.

Structured opportunities for students to think about their reading, writing, and thinking processes, building metacognition and helping them set goals for continued literacy growth. Look for: Students articulating their reading/writing thinking, goals, and next steps.

Independent practice tasks that extend literacy learning beyond the classroom, reinforcing skills such as reading comprehension, writing fluency, and vocabulary development. Look for: Purposeful practice aligned to classroom literacy targets—not compliance-based tasks.

Interactive, in-the-moment learning experiences (e.g., discussions, annotations, writing tasks) that provide immediate insight into student understanding and support active literacy engagement. Look for: Active literacy engagement (discussion, writing, annotation) with visible evidence of thinking.

Brief end-of-lesson responses that capture students’ understanding of key literacy concepts, providing immediate feedback to guide next steps in instruction. Look for: Clear evidence of daily understanding used to inform immediate next instructional moves.

Data Use

Purposeful data use is essential to effective literacy systems and continuous improvement. Within the Maine Literacy Playbook, data are used to inform instruction, guide I-MTSS decision-making, and monitor the effectiveness of core instruction, interventions, and supports, while also ensuring that multiple perspectives are considered in interpretation and action. By establishing clear data routines and shared expectations for analysis and action, districts and schools use multiple measures to identify student needs, allocate resources, adjust instruction, and evaluate impact—ensuring that data serve as a tool for improvement rather than compliance.

1. Start With Your Team

Begin by gathering your Literacy Leadership Team or the group responsible for planning and supporting literacy work. Review the playbook together to build a shared understanding of key concepts, roles, and expectations. Use the team-focused pages—such as roles, responsibilities, and meeting templates—to establish or refine your local structures.

Literacy in Art

Literacy plays a vital role in the arts, shaping how students interpret, create, and communicate meaning through visual, performing, and media forms. Reading, writing, speaking, and visual literacy support learners in analyzing artistic choices, understanding cultural and historical contexts, and articulating creative intent. When literacy is intentionally integrated into arts instruction, students deepen critical and creative thinking, expand expressive language, and engage more thoughtfully with both their own work and the work of others.

SPEAKING & LISTENING

READ

WRITE

VOCABULARY

COMPREHENSION

Understanding and applying concepts such as color theory, symbolism, and proportion

Expressing opinions, formulating questions, and giving and receiving peer feedback

Analyzing artistic theories, influential works, and biographies

Crafting artists’ statements, critiques, opinion pieces, and grant applications

Art has its own language with specific terminology and meaning

“Literacy Across the Disciplines: Arts” - Ohio Department of Education

“How to Embed Art Literacy in Your Curriculum” - The Arty Teacher, 2018

“12 Art Activities to Build Literacy Skills” - Education.com, 2019

“Entangling Arts and Literacy in Education” - Arts Education Partnership, 2025

Fan Fiction

Inviting readers and writers to deeply engage with characters, story structures, and themes, strengthening comprehension, analysis, and creativity. By building on familiar worlds, fan fiction lowers barriers to entry and encourages sustained reading, purposeful writing, and participation in authentic literacy communities.

High School Literacy Strategies and Resources

Structured and Scaffolded Instruction

Building Background Knowledge Through Content

Resources

AdLit - Classroom ideas, video modules, and strategy guides to support comprehension, vocabulary, content-area reading, and writing.The Reading League - Interventions, vocabulary instruction, comprehension support, and strategies to support students' understanding of complex texts. WesTED - Vocabulary instruction, comprehension strategies, text discussion, intensive intervention resources to support students who need more structured practices. Readworks - Resources to support building background knowledge, vocabulary, and reading comprehension. National Center on Improving Literacy - Evidence-based literacy resources to support literacy-related disabilities and struggling readers.

To support comprehension, use informational texts, nonfiction, and cross-disciplinary reading to build content knowledge and vocabulary.

Effective instruction involves modeling, guided practices, scaffolding, and opportunities for discussion and deep engagement with texts.

Activate Prior Knowledge

Explicit Vocabulary Instruction

Having students think about what they already know before engaging with new texts is a key component of comprehension. Activating prior knowledge can be achieved through a KWL chart, discussion, brainstorming, and related methods.

A core recommendation in research-based practice guides for adolescent literacy is to provide students with strategies for learning new words independently.

Support Student's Organization of Knowledge

Comprehension Strategies

Teaching and modeling comprehension strategies like summarizing, questioning, visualizing, monitoring understanding, summarizing main ideas, asking/answering questions, making inferences, etc.

Support student organization and connect new information and vocabulary from texts with graphic organizers, concept maps, semantic organizers, etc.

Literacy in Art

Literacy plays a vital role in the arts, shaping how students interpret, create, and communicate meaning through visual, performing, and media forms. Reading, writing, speaking, and visual literacy support learners in analyzing artistic choices, understanding cultural and historical contexts, and articulating creative intent. When literacy is intentionally integrated into arts instruction, students deepen critical and creative thinking, expand expressive language, and engage more thoughtfully with both their own work and the work of others.

SPEAKING & LISTENING

READ

WRITE

VOCABULARY

COMPREHENSION

Understanding and applying concepts such as color theory, symbolism, and proportion

Expressing opinions, formulating questions, and giving and receiving peer feedback

Analyzing artistic theories, influential works, and biographies

Crafting artists’ statements, critiques, opinion pieces, and grant applications

Art has its own language with specific terminology and meaning

“Literacy Across the Disciplines: Arts” - Ohio Department of Education

“How to Embed Art Literacy in Your Curriculum” - The Arty Teacher, 2018

“12 Art Activities to Build Literacy Skills” - Education.com, 2019

“Entangling Arts and Literacy in Education” - Arts Education Partnership, 2025

Essential Literacy Content for Upper Elementary Development

• Strengthening foundational skills based on student assessment for strengths and needs.
• Expanding morphological awareness supports word knowledge, decoding, and vocabulary by decoding multi-syllabic words and decoding words with root words, prefixes, and suffixes
• Engagement with a wide variety of vocabulary through interactions and experiences with rich texts, conversations, and direct vocabulary instruction, including the use of intentional academic language and content knowledge-building activities.
• Opportunities to continue building reading fluency – speed, accuracy, and expression, and reading stamina with complex texts.
• Comprehension – developing strategies for understanding, interpreting, and discussing texts and making inferences about meaning, content, and messaging.
• Studying text structure to support access to and comprehension of a variety of texts for varied purposes.
• Research-aligned rich writing instruction
• Access to varied text types, including print, audio, video, and digital texts and varied genres.
• Language and literacy development – oral discourse and student-led discussions.
• Grammar and language
• Academic language – also the way language is used in schools and to access learning. Varied subject areas have a set of unique conventions that convey information and academic content.
• Intentional connections between reading and writing
• Systems to build rich background knowledge and strong student learning connections.

Blogs

Blogs support literacy by offering authentic, regularly updated texts that connect reading and writing to real audiences and purposes. Engaging with blogs builds comprehension, voice, and critical evaluation skills as readers navigate perspective, credibility, and digital conventions.

 Literacy in Wabanaki Studies

Literacy in Wabanaki Studies extends beyond reading and writing to include oral tradition, storytelling, visual symbolism, land-based knowledge, and community memory as vital forms of meaning-making. For generations, Wabanaki Nations have transmitted history, ecological knowledge, governance, and cultural values through spoken word, seasonal practices, material arts, and language. Integrating Wabanaki perspectives into literacy instruction honors these longstanding knowledge systems while strengthening students’ vocabulary, background knowledge, narrative understanding, and critical thinking. By engaging with tribally endorsed texts, oral histories, and place-based learning experiences, students develop not only foundational literacy skills, but also a deeper understanding of Wabanaki histories, living cultures, and enduring relationships to land and community.

PLACE

PEOPLE

ANIMALS

LANGUAGE

MAPPING

Vital in Wabanaki storytelling, carrying cultural meanings, worldview, and identity through Indigenous words, rhythms, and expressions that sustain the living traditions

Place grounds narratives in the lands and waters of the homelands and conveying cultural knowledge, relationships, and responsibilities

Knowledge is carried through generations by community members whose voices, experiences, and relationships sustain the cultural teachings and living traditions

Connects stories to specific landscapes and journeys, helping people understand relationships, movement, and meaning across homelands

Often serving as teachers and relatives whose actions convey lessons about balance, respect, and relationships within the natural world

Wabanaki Storytelling

Wabanaki Studies, Maine DOE

ABBE Museum

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Across and Within Content Areas

Formative Assessment Strategies for Literacy Across the Curriculum

Formative assessments for literacy should not be divorced from the broader curriculum. Within the various content areas, there are innumerable ways to assess a student’s mastery of literacy that complement common activities. For example, in an interdisciplinary activity such as the debate activity described in Reading and Writing with a Public Purpose: Fostering Middle School Students’ Academic and Critical Community Literacies through Debate by Mirra, et al., there are numerous opportunities to employ formative assessments in literacy embedded in a unit combining English Language Arts, Social Studies and Visual and Performing Arts activities.

Career and Education Development

English Language Arts

Health Education & PE

Mathematics

Science & Engineering

Social Studies

World Languages

Visual & Performing Arts

Goal Setting

Career Surveys

Interview Practice

Exit Tickets

Peer Editing

Quick Writes

Fitness Journals

Health Surveys

Skills Journals

Error Analysis

Math Talk

Show My Work

Lab Observations

Concept Maps

Claim and Observation

Primary Source Analysis

Think Pair Share

Context Webs

Critique Circles

Rehearsal Feedback

Portfolio Reviews

Oral Proficiency Checks

Vocabulary Games

Dialogue Journals

The Maine Learning Results identify eight specific content areas of instruction. As teachers assess content-specific mastery they can and should also develop formative assessments for literacy that complements content-specific instruction. For example, social studies classroom exercises in primary document analysis, science class lab-reports and math class show-my-work exercises can also serve as formative assessments for literacy.

In each of these content areas specific formative assessment tasks may be employed which check both the student’s mastery of skills on content area and their literacy development.

Active View of Reading

The Active View of Reading explains that reading requires both accurate word recognition and active meaning-making. Struggling readers may decode words correctly but still have difficulty understanding text without strong language skills and comprehension strategies. Instruction should support automatic word reading while also teaching students to think about, monitor, and make meaning from what they read. When students read actively, they are better able to understand and engage with complex texts across content areas.

The Active View of Reading builds upon the Simple View of Reading and Scarborough's Rope and incorporates newer research, adding such areas as active self-regulation. This video reviews what the evidence-based Active View of Reading Model is, some key ideas, and addresses some common misunderstandings.

Integrating the Active View of Reading with Wabanaki Studies

The Active View of Reading frames literacy as a dynamic, interactive process in which readers actively construct meaning by integrating the text, background knowledge, and cognitive strategies. Wabanaki Studies enhances this approach by providing rich, culturally grounded content, including oral stories, land-based knowledge, and tribal histories, which expand students’ schema and support deeper comprehension. By connecting Active View strategies to Wabanaki perspectives, educators foster engaged, critical, and culturally responsive readers who can navigate texts with curiosity, reflection, and understanding of both local and Indigenous contexts.

The Active View of Reading Duke and Cartwright, 2021

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COMPREHENSION Comprehension is the ability to understand meaning from oral or printed language. Listening comprehension and reading comprehension enable students to make meaning and learn from what they hear and read. Rich vocabulary, language skills, word recognition skills, and background knowledge work together to support and strengthen comprehension.

Cortex in the Classroom:

Advancing the Science of Reading in the Early Years

Join Dr. Carolyn Strom as she shares how the brain learns to read, the importance of explicit reading instruction during primary school years, and creating a particular focus on the Science of Reading in preschool and early elementary years.

Graphic Novels

By integrating visual and textual information, graphic novels strengthen comprehension, inference, and sequencing skills. By making meaning across images, dialogue, and narrative structure, readers build fluency, engagement, and confidence with complex texts.

I’m PIP, your Playbook Integration Partner.

Remember, you can navigate using the buttons at the bottom right and left to move through the guidance.

Don't forget to explore along the way! If you're looking for something specific, check out the table of contents and click on your topic of interest to jump directly to it.

And remember—I'll be with you every step of the way. I'm only a click away!