nents of early literacy instruction’’ means providing, 
for children prior to the age of kindergarten entry, 
interactive experiences in a print- and literacy-rich 
environment that promote the development of— 
(A) oral language, including vocabulary, 
grammar, and syntax; 
(B) motivational aspects of early literacy, 
including enjoyment of reading and books; 
(C) book-reading behaviors, including book 
handling and orientation; 
(D) recognition and understanding of pic-
tures and story concepts; 
(E) concepts about print; 
(F) alphabet knowledge; 
(G) phonological awareness, including the 
awareness of rhymes, sounds, and syllables; 
(H) emergent writing skills, including use 
of writing materials; and 
(I) integration of print concepts into play. 
(8) ESSENTIAL COMPONENTS OF READING AND 
WRITING INSTRUCTION.—The term ‘‘essential com-
ponents of reading and writing instruction’’ means, 
for students in kindergarten through grade 12, de-
velopmentally appropriate, explicit, and systematic 
instruction that provides students the following: 
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(A) With respect to students in kinder-
garten through grade 12— 
(i) high-quality professional develop-
ment for teachers, instructional staff, and 
principals; 
(ii) diverse texts at the appropriate 
reading and interest level of students; 
(iii) differentiated instructional ap-
proaches; 
(iv) instruction and supports to in-
crease students’ motivation to read, includ-
ing self-directed learning; 
(v) as appropriate, systematic and in-
tensive one-to-one and small group instruc-
tion, including extended time for intense 
intervention for students reading signifi-
cantly below grade level, which can be pro-
vided both inside and outside the classroom 
as well as during and outside regular 
school hours; 
(vi) opportunities to write individually 
and collaboratively; 
(vii) instruction in uses of print mate-
rials, multimedia, and technological re-
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sources for research and for generating 
and presenting content and ideas; and 
(viii) use of screening, diagnostic, 
formative, and summative assessments. 
(B) With respect to students in grades kin-
dergarten through grade 3— 
(i) strategic and explicit instruction 
using phonological awareness, phonic de-
coding, vocabulary, language structure, 
reading fluency and reading comprehen-
sion; 
(ii) use of oral modeling techniques to 
build language skills; and 
(iii) coordinated involvement of fami-
lies, caregivers, school leaders, and instruc-
tional staff. 
(C) With respect to students in grades 4 
through 12— 
(i) direct and explicit comprehension 
instruction; 
(ii) direct and explicit instruction that 
builds academic vocabulary; 
(iii) multiple opportunities to write 
with clear purposes and critical reasoning 
appropriate to the topic and purpose and 
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with specific instruction and feedback from 
teachers; 
(iv) text-based collaborative learning; 
and 
(v) coordinated involvement of school 
leaders and instructional staff that are 
interdisciplinary 
and 
interdepartmental 
and that analyze student work over time 
and plan literacy instruction. 
(9) FAMILY
LITERACY
SERVICES.—The term 
‘‘family literacy services’’ means services provided to 
participants on a voluntary basis that are of suffi-
cient intensity in terms of hours, and of sufficient 
duration, to make sustainable changes in a family, 
and that integrate all of the following activities: 
(A) Interactive literacy activities between 
parents and their children. 
(B) Training for parents regarding how to 
be the primary teacher for their children and 
full partners in the education of their children. 
(C) Parent literacy training that leads to 
economic self-sufficiency. 
(D) An age-appropriate education to pre-
pare children for success in school and life ex-
periences. 
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(10) 
FORMATIVE
ASSESSMENT.—The 
term 
‘‘formative assessment’’ means assessment ques-
tions, tools, and processes that are— 
(A) developmentally, linguistically, and cul-
turally appropriate; 
(B) embedded in instruction; and 
(C) used by teachers and students to pro-
vide timely feedback for purposes of adjusting 
instruction to improve learning. 
(11) HIGH-QUALITY PROFESSIONAL DEVELOP-
MENT.—The term ‘‘high-quality professional devel-
opment’’ means professional development that— 
(A) is job-embedded, ongoing, and based 
on scientifically valid research; 
(B) is sustained, intensive, and classroom 
focused, if such workshop or conference is part 
of a professional development plan for the 
attendee; 
(C) is designed to increase the knowledge 
and expertise of instructional staff in imple-
menting the essential components of early lit-
eracy instruction and the essential components 
of reading and writing instruction, as appro-
priate; 
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(D) includes and supports teachers and 
early learning providers in administering age- 
and developmentally appropriate assessments; 
and analyzing the results of these student as-
sessments when implementing the essential 
components of early literacy instruction and the 
essential components of reading and writing in-
struction for the purposes of planning, moni-
toring, adapting, and improving classroom in-
struction or teaching strategies to improve stu-
dent learning, as appropriate; 
(E) for kindergarten through 12th grade, 
supports the integration of literacy instruction 
in core academic subjects and, to the extent 
practicable, other subjects taught at school, 
such as career and technical education; 
(F) includes information on one-to-one, 
small group, and classroom-based instructional 
materials and approaches based on scientifically 
valid research on literacy; 
(G) provides ongoing instructional literacy 
coaching— 
(i) to ensure high-quality implementa-
tion of effective practices of literacy in-
struction that is content centered, inte-
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