Ready Schools, Safe Learners Guidance and Resources
Provides guidance and resources for students, families, and district use during the 2020-2021 school year.
English Language Arts Overview
In June 2019, the State Board of Education adopted the Oregon English Language Arts and Literacy Standards, which represent K-12 learning expectations for students in English Language Arts. The Standards are the foundation English Language Arts classes that prepare students for the Oregon Diploma. They reflect the same high academic expectations for all students, and have embedded in them the Essential Skills of reading, writing, language usage, and speaking and listening.
Comprehensive Distance Learning Instructional Resources (2020-2021)
Designing Learning for 2020-21: English Language Arts & Literacy
The purpose of this document is to provide subject-specific instructional resources for Oregon schools for the 2020-2021 school year. This document first addresses essential instructional content to help determine where to focus learning activities this school year. From there, considerations and resources are provided for navigating and managing instructional resources, practices, and assessment across delivery models.
CDL 2020-2021 Essential Instructional Content for English Language Arts/Literacy K-12 Overview
This document has been adapted for use by the Oregon Department of Education for Oregon educators. The following document contains information about essential English Language Arts and Literacy content for the 2020-2021 school year. This resource has been adapted based on Student Achievement Partner’s Priority Standards guidance.
ODE Condensed Priority Standards and Learning Progression Crosswalks
These resources are a condensed version of compiled guidance and recommendations from Student Achievement Partners, the Council of Great City Schools, and the Smarter Balanced Assessment Consortium.
ELA: Cycle of Learning
A description of a cycle of learning, or routine for effective instruction that supports quality instruction and unfinished learning, is provided in the following resources.
CDL Accelerated Learning Resources
The following resources provide national guidance and recommendations for accelerating learning during the 2020 – 2021 instructional year.
This resource provides guidance for what to do and what not to do when planning to address unfinished learning from the previous school year.
This resource describes adjustments teachers can make to their content and pedagogy to advance and preserve student learning during distance learning. Leaders can use this to guide teacher training, planning, and coaching.
The following guidance is to help school and district stakeholders responsible for planning instruction during the 2020 -21 instructional year.
This guide focuses on an instructional framework for addressing unfinished learning and a review of essential skills and content in English language arts and mathematics to support access to grade-level content. Additional resources and information on Universal Design for Learning (UDL) is included to ensure that grade-level content is accessible for all students.
- This document, put together by Student Achievement Partners, highlights the best practices for teaching foundational reading skills (Print Concepts, Phonological Awareness, Phonics and Word Recognition, and Fluency) in kindergarten, first, and second grades. In it, you will find both best practice recommendations for teaching foundational reading skills, as well as instructional moves and recommendations for how to utilize instructional time.
The Oregon English Language Arts Teacher Update is an e-newsletter that provides information about promising practices, professional development opportunities, useful links and ELA assessment information.
Guidance to School Districts - Addressing Challenged Materials in K-12 Education
Guidance to School Districts - Addressing Challenged Materials in K-12 Education
The Oregon Department of Education (ODE) fosters excellence for every learner and recognizes that academic success depends on a safe school environment that protects the rights of all students. As an organization, we value the freedoms protected under the First Amendment to the U.S. Constitution. In a school setting, the freedom of speech and expression is applied to academic freedom, including the freedom to read a diverse set of materials that provide support and enrichment for the general educational and program goals.
Each year, teachers, librarians and schools across the country face challenges to books and other instructional materials for a variety of reasons: race, religion, sexuality, sexual orientation, gender identity, mental health, suicide, violence and others. It is important for districts to offer professional guidelines for the selection of reading materials.
This document provides guidance to school districts, administrators, educators, and parents when a challenge to instructional materials is presented.
Oregon K-12 Literacy Framework
This section includes information about a legacy document.
The Oregon K-12 Literacy Framework describes how districts and schools can successfully plan and implement instructional programs for both reading and writing to ensure that all young Oregonians
- Achieve grade-level literacy skills
- Earn an Oregon Diploma
- Exit high school college and career-ready, without need for remediation in reading and writing.
The Reading Framework was adopted by the State Board in 2009. The Writing Framework was developed in 2011 as part of the Oregon Literacy Plan and was adopted by the State Board in March 2012.
This section contains information about a legacy document.
Reading Framework
The State Board adopted the Oregon K-12 Literacy Framework (December 2009) as guidance for the State, districts, and schools to support reading proficiency, a requirement of the Oregon Diploma. The purpose of the Framework is to ensure students are
- Reading grade-level text or above by end of first grade
- Developing grade-level or above reading skills K-12 across all classes
- Receiving intensified instruction to help them read at grade level, if they are not.
Designed as a Response to Intervention (RTI) model, the Framework was developed by the Literacy Leadership State Steering Committee (LLSSC) in partnership with ODE, to prepare Oregon students to
- Meet on OAKS Reading at Grade 3
- Meet on OAKS Reading in Grades 4 - 8 & High School
- Graduate with an Oregon Diploma, college and career-ready (no need of remediation)
- Be able to study and train for new jobs of the future.
This section includes information about a legacy document.
Writing Framework
Aligned to the Common Core State Standards (CCSS) for Writing, the Writing Framework provides a roadmap for districts and schools to ensure students meet or exceed the CCSS for Writing ...at each grade level ...in each content area ...during each school year and graduate with an Oregon Diploma prepared as writers for college and career without need for writing remediation…because writing well matters.
Writing matters! It matters in any academic setting. It also matters in a growing number of work environments where doing any job effectively requires employees to communicate clearly and precisely through print. A national survey of 120 major American corporations employing nearly 8 million individuals concluded that
“. . .writing is a ticket to professional opportunity, while poorly written job applications are a figurative kiss of death. Writing is a 'threshold skill' for both employment and promotion…." (National Commission on Writing, 2004)
The Oregon K-12 Literacy Framework—Writing (Writing Framework) provides guidance to districts on knowing
- What to teach for students to become effective writers and how to teach it
- How to identify students who are struggling and what to do to support their improvement
- How to determine whether students have responded well or poorly to a school’s efforts to support their writing progress and what to do next!
For questions regarding the ODE English Language Arts program, email
Tina Roberts or call 503-947-5603.