To support educators and systems in advancing educational equity in English language arts (ELA), the DPI’s Literacy and Mathematics Team collaborated with Wisconsin educators to offer the Instructional Practice Guide for Equitable Teaching and Learning in English Language Arts at K - 2, 3 - 5, 6 - 8, and 9 - 12.
Instructional Practice Guide for Equitable Teaching and Learning in English Language Arts
- Kindergarten through Grade 2
- Grade 3 through Grade 5
- Grade 6 through Grade 8
- Grade 9 through Grade 12
Each document includes an introduction, bibliography, glossary, and list of contributing educators.
Access the Instructional Practice Guide for Equitable Teaching and Learning in English Language Arts as a single document to view each grade band side-by-side to note differences.
Organization of the Practice Guide
The instructional practice guides are organized around Wisconsin’s Vision for English Language Arts.
The instructional practice guide identifies specific research-supported instructional strategies related to each area of the vision with one additional statement:
- Effective ELA educators engage in responsive teaching grounded in research-aligned practices.
We believe this collection of instructional practices - when implemented along with curriculum (or scope and sequence) and with factors beyond instruction including motivational, managerial, and environmental factors - will increase every Wisconsin child’s opportunity to develop as a literate individual.
Using the Practice Guide
Consider working with colleagues around the instructional practice guide to make local decisions, including:
- Indicating which practices are already part of your teaching, which you want to know more about, and where you see clear connections to particular standards.
- Reviewing varied data sources about student performance, including the performance of subgroups. Select several practices related to an area of need as indicated by varied data.
- Seeking input from students and families about the use of particular practices and refine those practices as suggested.
- Collecting data about how a practice is being used to determine professional learning priorities.
- Additional ideas for use are included in the introduction for each practice guide