ELA Lens: Evidence-Based Instruction
When making curricular or instructional decisions, ask the following questions:
Is vocabulary instruction included, with a focus on Tier 2 words (as well as key Tier 3 words related to the content area topic)? Is it clear that teachers should provide practice in the same set of words over multiple lessons?
For beginning reading levels (CCRSAE Levels A-B): Is instruction in phonemic awareness, word identification skills, and fluency addressed/prompted and tied to diagnostic assessments?
For intermediate reading levels (CCRSAE C-D): Are suggestions or directions provided for word analysis and fluency instruction, as needed, based on diagnostic assessments?
Are writing activities appropriately supported with strategy instruction and/or opportunities to draft, revise, edit, and publish/present student-generated text?
Does there seem to be time for explicit instruction (e.g., “I do,” “We do,” “You do”), with scaffolding, of the target ELA skills?
RESOURCES for Evidence-Based Reading Instruction (EBRI)
|SABES ELA Curriculum Hub|
|SABES CCRSAE-ELA Hub|
|SABES ELA Home Page|