School Literacy Program Research Articles

Assistance the Packaging of Literacy Learning Materials in Digital Formats for Elementary School Teachers in Kendari City

The activity of assisting the packaging of literacy learning materials in digital format for elementary school teachers in partner schools in this community partnership program, namely: SDN 85 Kendari and SD IT Al-Kalam Kendari becomes very important, bearing in mind the two schools have implemented a school literacy program in which one of the activities is integrating the activity of reading and writing at the beginning of learning for 15-20 minutes. The main objective of the assisting activity is to improve teacher skills in packaging varied learning materials, especially those with the digital format needed in literacy activities on learning themes in elementary schools. The method used in this community partnership program was the assistance of packaging literacy learning materials in digital format for use in learning. The implementation of the community partnership program in the form of mentoring produced a product in the form of digital format literacy learning materials whose effectiveness would be evaluated through the implementation in the implementation of learning, especially in the literacy activity segment at the beginning of the core activity. The evaluation was based on the reflection of the teachers who used this product after activities were carried out. The main obstacle found in this mentoring activity was the inadequacy of the ability of some teachers to operate the main supporting applications (such as power points) as well as the low ability to find digital learning resources on the pages that have been shown at the time of mentoring

Implementasi Gerakan Literasi Sekolah (GLS) di SD Negeri Bumi 1 Kota Surakarta

<p class="Abstract"><em>Th</em><em>e</em><em> </em><em>reserach</em><em> aims to</em><em>: (1) </em><em>describe the implementation of the </em><em>School Literacy Program</em><em> and </em><em>(2) describe </em><em>the efforts </em><em>of the</em><em> school to support the implementation of </em><em>School Literacy Program</em><em>. This research uses a qualitative approach with </em><em>case study</em><em> methods. The research subjects involved were </em><em>fourth </em><em>grade</em><em> </em><em>students of Bumi 1</em><em> Elementary School,</em><em> Surakarta. Research data collection techniques using observation and interviews. The validity of research data uses triangulation techniques. Data were analyzed using an interactive model, consisting of data reduction, data presentation, and drawing conclusions. The results showed that the implementation of </em><em>School Literacy Program</em><em> at Bumi 1 </em><em>Elementary School</em><em> had been scheduled on a Monday to Friday basis for approximately 30 minutes every day. The implementation of </em><em>School Literacy Program</em><em> includes reading literacy, numeracy literacy, cultural literacy, and religious literacy. The conclusion</em><em>s</em><em> of this research </em><em>are:</em><em> </em><em>(1) </em><em>the implementation of the </em><em>School Literacy Program</em><em> program in Bumi 1</em><em> Elementary School</em><em> has been running on a routine daily schedule</em><em>; (2) </em><em>The efforts of the school in implementing </em><em>School Literacy Program</em><em> involve the efforts of principals and teachers to increase student interest and activity in </em><em>School Literacy Program</em><em>.</em></p>

Developing teachers’ creative writing skills to support the school literacy program

The problem faced by SDN Girimoyo 02 in implementing the school literacy movement was the lack of the number and type of reading material. This problem was overcome through the empowerment of teaching writing skills. Therefore, the aim of this community service was to provide creative writing assistance for SDN Girimoyo 2 teachers so that teachers can contribute reading material to fill the existing gaps. The service method was carried out through workshops and collective and personal mentoring, face-to-face and online. The results of the activity show that the teacher's main problem was exploring ideas or topics to be written about and starting to write. There were doubts and distrust of the teacher when writing, afraid that the idea is not good, not quite right, and not good. Likewise, when starting to write, the first sentence of the writing is felt to be insufficient. For this reason, the handling was carried out on the teacher by strengthening self-confidence, practicing simple writing that starts from experience to develop in writing accompanied by arguments or rationality, and writing assistance. Through this activity, teachers feel very helpful and motivated to optimize the implementation of GLS in schools. Teachers have been able to access various information related to cultural literacy and produce a joint workbook.

Implementation of School Literacy Program In Junior High School Muhammadiyah Palangka Raya

Abstract. This research on implementing school literacy programs, supporting factors, and inhibiting the implementation of school literacy program students and solutions are done by the school in overcoming the barriers to implementation of the Student literacy program in SMP Muhammadiyah Palangka Raya. The culture of reading through school literacy is a step in the student's character growth. This research uses qualitative methods, based on the fact that goes on now. Data collection techniques using interviews, observations, and documentation. Data analysis techniques used are data reduction, data presentation then draw conclusions or data verification. The results of the authors ' research led to the conclusion that: (1) Implementation of school literacy phase of habituation is 15 minutes reading non-book lessons, the development stage is to increase the reading ability by analyzing the books read, the learning stage is followed by analyzing and providing academic bills and increase the confidence of students through habituation and vigorous reading that was programmed by SMP Muhammadiyah Palangka Raya, (2) supporting factors and inhibitors of literacy activities in SMP Muhammadiyah Palangka Raya, infrastructure facilities, book library facility adequate, book donation of parents, teachers, and alumni, students are still minimal culture reading and late to class, (3) The solution motivates the students to follow the activities well, give direction or rebuke, appealed to all the school citizens whether teachers or students to love reading and writing to be a literate person.Keywords: Implementation, School literacy of programs, SMP Muhammadiyah Palangka RayaAbstrak. Penelitian ini tentang implementasi program Literasi Sekolah, faktor pendukung dan penghambat implementasi program Literasi Sekolah siswa dan solusi dilakukan pihak sekolah dalam mengatasi hambatan implementasi program literasi siswa di SMP Muhammadiyah Palangka Raya. Pembudayaan membaca melalui Literasi Sekolah menjadi suatu langkah dalam penumbuhan budi pekerti siswa. Penelitian ini menggunakan metode kualitatif, didasarkan atas kenyataan yang berlangsung sekarang. Teknik pengumpulan data menggunakan wawancara, observasi dan dokumentasi. Teknik analisis data yang digunakan yaitu reduksi data, penyajian data kemudian penarikan kesimpulan atau verifikasi data. Hasil penelitian penulis mengarah kepada kesimpulan yaitu: (1) implementasi literasi sekolah tahap pembiasaan yaitu 15 menit membaca buku non-pelajaran, tahap pengembangan yaitu meningkatkan kemampuan membaca dengan menganalisis buku yang dibaca, tahap pembelajaran yaitu dilanjutkan dengan menganalisis serta pemberian tagihan akademik dan meningkatkan kepercayaan diri siswa melalui pembiasaan dan giat membaca yang diprogramkan oleh SMP Muhammadiyah Palangka Raya, (2) Faktor pendukung dan penghambat kegiatan literasi di SMP Muhammadiyah Palangka Raya, sarana prasarana, fasilitas buku perpustakaan memadai, progam sumbangan buku dari orang tua, guru dan alumni, siswa masih minim budaya membaca dan terlambat ke kelas, (3) Solusi memotivasi siswa mengikuti kegiatan dengan baik, memberikan arahan atau teguran, menghimbau kepada seluruh warga sekolah baik guru atau siswa untuk gemar membaca dan menulis agar menjadi pribadi yang literat.Kata Kunci: Implementasi, Program Literasi Sekolah, SMP Muhammadiyah Palangka Raya

Five E’s plus an L: Inquiry‐based after school literacy program for ELLs

<i>Five E’s plus an L</i>: Inquiry‐based after school literacy program for ELLs

Literation movement for leading schools: Best practice and leadership power

The school literacy movement is the first step of scientific development, aimed at enhancing science education. It has an important role in encouraging every citizen to have basic knowledge of the nature of science through active participation. This study aims to analyze the implementation of the School Literacy Movement program designated by the Ministry of Education and Culture due to the poor reading interest Indonesia students from several international surveys. The study was conducted at Al Mujahidin Muhammadiyah Middle School in Yogyakarta, using the qualitative method of data collection. The results show that the school literacy program is not only specific for reading and writing but for also other academics as activities such as numerals, science, digitalization, finance, culture, and citizenship. In conclusion, the implementation of a structured and systematic program positive impacts on the growth of literacy achievement for all school members from students, teachers, down to employees in Indonesia.

Design of Management on School Literacy Program: A Perspective from Indonesian Schools

This study aims to describe a design of management of school literacy programs (SLP) at a Junior High School, East Java, Indonesia and describe teachers' and students' responses about SLP in the school. This method is a descriptive-explorative research which collects data from questionnaires and unstructured interviews. This study used the SLP management design through sequential stages that need assessment, planning, organizing, actuating or implementation, and controlling (monitor and evaluation). Data from 20 students and 5 teachers were analyzed by percentage and qualitative analysis including data reduction, data display, and conclusion drawing or verification. The results of the study illustrate the SLP management design that is quite effective because it involves all the components in the school and selected management behaviors tend to be supportive-facilitative. Teachers and students tend to respond positively to the SLP although there are several aspects that need to be improved such as the use of technology and the productivity of the work of students or teachers.

Pengembangan Materi Sejarah Kebudayaan Islam sebagai Bahan Ajar Literasi Membaca di Madrasah Ibtidaiyah

Penelitian ini memfokuskan pada pengembangan materi Sejarah Kebudayaan Islam (SKI) sebagai bahan ajar literasi membaca pada mata pelajaran Bahasa Indonesia. Penelitian ini menitik beratkan pada aspek penerapan strategi pembelajaran. Sebagai pijakan, proses penelitian mengikuti panduan Gerakan Literasi Sekolah (GLS) dan standar capaian Program for International Student Assessment (PISA). Dengan dua standar ini, peneliti tidak saja mengikuti kerangka pengembangan literasi di sekolah, namun juga dapat mengukur kemampuan peserta didik dengan standar internasional. Melalui kerangka penelitian dan pengembangan Borg dan Gall, peneliti memilih madrasah yang telah berupaya mengintegrasikan literasi dan mata pelajaran lain namun belum berhasil meningkatkan kemampuan literasi membaca peserta didiknya. Hasil penelitian menghasilkan bahan ajar dan instruksi pembelajaran yang dapat digunakan untuk pembelajaran literasi membaca disamping pendalaman mata pelajaran terkait.

Pengaruh bahan ajar bermuatan literasi saintifik dan HOTS dalam model pembelajaran penemuan materi fluida terhadap hasil belajar siswa kelas XI SMAN 10 Padang

In the 21 st century, education should be able to produce the graduates with holistic and balanced competencies. For this reason, the Indonesian government has created a school literacy program to improve the learning outcomes of students. But the real condition indicated that physics learning with literacy was still limited in reading skill. The solution to this problem was to apply the learning material with scientific literacy and HOTS in the discovery learning model. The purpose of the research was to investigate the effect of learning material with scientific literacy and HOTS in the discovery learning model of fluid material on the learning outcomes of grade XI students in SMAN 10 Padang. This type of research was quasi-experimental research. The research design was Randomized Control-Group Only Design. The research population was all students of grade XI of SMAN 10 Padang. The sampling techniques in this research were purposive sampling and cluster random sampling. The sample of the research was the grade XI MIA 5 as the experimental group and the grade XI MIA 2 as the control group. The research instruments were a written test to assess knowledge, a performance assessment sheet for assessing skills, and an observation sheet to assess the attitudes of students. The research data were analyzed by using descriptive statistics, normality and homogeneity test, and comparison test of two means. Based on the result of data analysis, it can be stated that there is a significant difference the learning outcomes between students who use the learning material with scientific literacy and HOTS and students who didn’t it in the discovery learning model of fluid material at SMAN 10 Padang with a confidence level of 95%. Therefore, the use of learning material with scientific literacy and HOTS in the discovery learning model of fluid material has given a significant effect on learning outcomes of students for three aspects, namely knowledge, skills and attitudes.

Character Education Through School Literacy Program in Elementary School

This study aimed to explore the character education through the school literacy program in Elementary School. This research is motivated by the importance of character education, one of them was school literacy program in elementary school. This research was a descriptive research with qualitative approach. Research subjects were principals, teachers, school literacy teams, and students at Muhammadiyah Sapen Elementary School in Yogyakarta. Data collection techniques used in this study were observation, interview, and documentation. Technique of examination of data validity used triangulation. The analysis technique used inductive analysis technique, that is analysis which depart from data and boils down to general conclusions. The steps of data analysis include: data reduction, unitization and categorization, display data,andconclusions.TheresultsshowedthatliteracyactivitiesatSDMuhammadiyah Sapen Yogyakarta had been implemented long before the government launched the school literacy program. Literacy activities at the school are implemented by maximizing collaboration between teachers and school librarians. Along with the school literacy movement program from the government, the school fix the literacy activities undertaken. School literacy movement activities conducted in 3 stages of habituation, development, and learning. In school literacy movement there are values of character that are grown the responsibility, discipline, appreciate achievement, confidence, creative, reading, and communicative.

GERAKAN LITERASI SEKOLAH DI SEKOLAH ISLAM (SEBUAH ANALISIS IMPLEMENTASI GLS DI MI MUHAMMADIYAH GUNUNGKIDUL)

This study aims to determine the implementation of School Literacy Movement (GLS) in Islamic school, awareness of academic civitas in cultural literacy, supporting and inhibiting factors in GLS’ implementation and analysis on implementation in Islamic school. The study used is qualitative research. Subjects in this study are residents of the school and its objects are all matters related to the implementation of the School Literacy Program (GLS) in MI Muhammadiyah Pengkol Gunungkidul.The results of this study find that there is awareness with the school residents in actuating the GLS program and there are several strategies in implementing the GLS program. Supporting factors in the GLS program at this school one of them is a high awareness, good communication between school with parents and many strategies undertaken. While the inhibiting factors is the very minimal facility and hasn’t maximum support yet from the government. In the context of religion, Muslim should have a cultural literacy because it is the first teaching in the Qur'an. Challenges ahead in this case, children must have awareness to improve the quality of literacy. Nowadays, the textual reading quality of society through books is getting lower, so it is necessary to balance in understanding the phenomenon. It is also necessary to have a 'revolution' in changing the mindset of society in the literacy.

Students’ Elementary Literacy Skill And Critical Thinking Skill Supported By School Literacy Program (SLP)

The literacy skills of elementary school students in Indonesia, according tointernational instructional survey data such as PISA and PIRLS are generally atlow ability level. Starting from this condition, the government then launched theSchool Literacy Program (SLP) which is in sync with the implementation ofCurriculum 2013. This study aims to analyze and calculate the difference ofliteracy ability and students’ fourth graders critical thinking in schools thatorganize SLP in three areas of the village, transitions, and cities located inSukabumi Indonesia. The results showed that the students' fourth-grade literacyability at the SLP organizing school was at a low level of 66.89, the middle level55, the high level 54.67, and the advanced level of 55.89. The students' criticalthinking ability is at a low level of 82.94, 55.33 and 55.67. Based on the resultsof this study, it can be concluded that fourth graders students’ literacy ability atschool organizer SLP in Sukabumi is at low level / factual literal. While fourthgraders students’ critical thinking was able to reach low levels.

Teacher’s Perception of Literacy Program: Its Implication to Their Attitudes and Actions

Teachers as the tip of lance play important roles in the success of the implementation of school literacy program such as possessing positive perception of literacy practices. Recognizing the important roles of teachers in the implementation of literacy program in the schools, this study aims to investigate the teachers‟ perception toward the implementation of literacy program at a Junior High School in Surabaya. This study is designed as an interpretative qualitative approach. Primary data were obtained through open interviews and observations and supplementary data source included student journal. The data findings showed that teachers have positive perceptions on literacy program. They argue that school literacy program potentially enables to build up the students‟ good habits. Through the habituation of a thirty-minute reading before the class, it can raise the students‟ awareness on literacy - reading and writing. Moreover, the school literacy program benefits the students‟ competency in understanding long texts and can help them to be more critical and creative. In addition, instead of students who take advantageous from the literacy program, teachers are also equally benefited from exposure to daily literacy practices within the school. The teachers tend to follow the rhymes of the literacy practices which are marked by reading and writing activities. In this sense, literacy practices facilitate teachers to develop their practical writing abilities and increase their awareness to be the role model in the classrooms particularly in the literacy practices. This study emphasizes that literacy practices can be double blades, on one side it is beneficial for the students and on another side it is advantageous for the teachers

The Impact of Structural Barriers and Facilitators on Early Childhood Literacy Programs in Elementary Charter Schools

Elementary charter schools increasingly serve students who are at-risk for reading challenges, giving them a critical role in establishing literacy for young children. This article examines the complexities of starting early childhood literacy programs in charter schools. Specifically, the first year of K-3 literacy programs in a new and a turnaround charter elementary school is described. Structural factors that served as facilitators and barriers to the implementation of each program are discussed. Findings suggest that teacher efficacy and organizational autonomy facilitated the development of each school's literacy programs while student mobility served as a barrier. The recommendation that charter schools prepare for “start-up” effects before planning early childhood literacy programs is made.

Table of Contents

Abstract NEWS CSX Safety Train goes the extra mile for community safety Materiality assessments help identify social purpose NEWS BRIEFS CORPORATE PROFILES The Allstate Corp. Ingram Micro Inc. CHS Inc. Honeywell International Inc. CarMax Inc. Con‐Way Inc. Citrix Systems Inc. Exelon Corp. GRANT ALERTS Arts and Culture USArtists international performing arts grants Japan Foundation grants for performing arts Children and Youth Ben Cohen StandUp Foundation anti‐bullying grants Children's mental health services grants Education NCTM Classroom Research Grants Elementary school literacy program grants Environment American Hiking Society's National Trails Fund grants Health Care Chi Sigma Iota's Excellence in Counseling Research grants Medical Research Group therapy research grants American Cancer Society research fellowships American Orthopaedic Foot and Ankle Society research grants

After the Testing: Talking and Reading and Writing the World

AbstractThis critical essay discusses the challenges and prospects for the reform of school‐based literacy programs. It begins with an overview of the effects of a decade of test‐driven accountability policy on research and teachers’ work, noting the continuing challenges of new demographics, cultures and technologies for literacy education. The case is made that whole school literacy programs can make a difference in improving the overall education of students and youth from low socioeconomic and cultural minority backgrounds. But this requires a strong emphasis on engagement with substantive readings of cultural, social and scientific worlds through talk, reading and writing. The key questions facing teachers, then, are not simply around basic skills instruction and acquisition, but about sustained, intellectually demanding and scaffolded talk around texts, print and multimodal.

Lessons for Boosting the Effectiveness of Reading Coaches

Despite recent progress in achievement among elementary school children, literacy levels among U.S. adolescents remain low. Many middle schoolers struggle to develop advanced skills, such as the ability to analyze and synthesize complex ideas or to comprehend multiple points of view within a text. Possessing such advanced literacy skills is increasingly becoming a key to success. A popular approach for improving students' literacy skills is school-based literacy or coaches--specially trained master teachers who provide leadership for the school's literacy program and offer onsite and ongoing professional development support for teachers so they can improve the literacy skills of their students. Unlike other staff who support (e.g., resource teachers), coaches generally don't work directly with students and, in most cases, serve in a nonevaluative, support role for teachers. Using the coaching model to improve adolescent literacy is compelling because middle and high school students generally receive instruction from content-area teachers who have received minimal preservice training in how to teach reading. Coaching models are designed to fit the best practices suggested by the literature on professional development and learning theory. Research has suggested that traditional one-shot workshops result in little instructional change and little to no improvement in student learning (Garet et al. 1999; Garet et al. 2001; Hawley and Valli 1999; Showers and Joyce 1996). Instead, learning theory suggests that learners should have opportunities to discuss and reflect with others, to practice applying new ideas and receive feedback from an expert, and to observe modeling (Vaughn 1996; Lave and Wenger 1991; Rogoff 1990; Tharp and Gallimore 1988; Brown, Collins, and Duguid 1989; Lave 1988). As on-site personnel who interact with teachers in their own workplaces, coaches should theoretically be able to facilitate learning that is context-embedded, site-specific, and sensitive to teachers' actual work experiences (Toll 2007; Walpole and McKenna 2004; Hasbrouck and Denton 2005). With strong theoretical and intuitive appeal, coaching has become increasingly prevalent. But there is little empirical evidence about coaching's effectiveness in changing teacher practice and improving student achievement, particularly at the secondary level (Marsh et al. 2008). RAND, with funding from the Carnegie Corporation of New York, sought to address this gap in knowledge by studying a statewide reading-coach program in Florida middle schools. To understand the implementation and effects of coaching, researchers surveyed principals, coaches, and and social studies teachers in 113 middle schools in eight large Florida school districts; conducted interviews, focus groups, and observations; interviewed state officials and coach coordinators; and examined results from state middle school examinations in and mathematics (Marsh et al. 2008). Coaching in Florida may be distinct from similar interventions elsewhere because of the presence of teachers and courses in middle schools, and because Florida middle school coaches often prioritize work with these teachers (as opposed to content-area teachers). Despite the potential difference in target audience, Florida coaches face many of the same goals, pressures, and constraints as coaches elsewhere. Thus, even though we lack definitive evidence to suggest that our findings from this study can be generalized to other states or districts, we believe the experiences and effects of Florida coaches nonetheless provide important insights for policy makers and practitioners interested or involved in similar coaching efforts. Key Findings Administrators voiced common concerns about recruiting and retaining high-quality coaches. Some administrators voiced concerns about a short-age of qualified candidates (as one coach supervisor noted, middle school teachers are generally not reading people). …

Raising Urban Students' Literacy Achievement by Engaging in Authentic, Challenging Work

An innovative, technology‐enabled elementary school literacy program was implemented in a large urban school district. The program revolved around having student–adult pen pals read the same books and correspond about them. Statistical comparisons showed that program classrooms outperformed students in comparison classrooms on the SAT‐9 standardized test of reading achievement. Analyses of interviews, survey results, and classroom observations were conducted to discern factors associated with program success. It was found that the effects of the program could best be understood in terms of three features: practices, principles, and persistence. The specifics of each of these factors are discussed in detail.

Getting Children In2Books: Engagement in Authentic Reading, Writing, and Thinking

Getting children excited about--in2--reading and writing is the first step in developing high-level literacy. An innovative program based on this premise is producing excellent results with urban elementary students who had struggled with language arts. The authors suggest this program shows that there are better approaches than focusing merely on phonemic awareness, phonics, and word recognition. ********** LITERACY reigns in U.S. elementary schools. Because of recent federal and state policies, more instructional emphasis than ever before has been placed on reading and writing. Such a development should bode well for raising the reading comprehension, vocabulary knowledge, and critical-thinking skills of children in the U.S., which, according to the National Assessment of Educational Progress (NAEP), have been basically static for the past 30 years. Moreover, according to such international assessments as the Programme for International Student Assessment (PISA), these are areas in which U.S. children lag behind children in a number of other developed nations. (1) However, there are signs that the current emphasis may be doing the very thing recent federal legislation was designed to avoid: leaving U.S. students, especially children from our poorest neighborhoods, even further behind in what really counts when it comes to literacy--comprehension and critical thinking. How could this possibly happen? Because K-3 reading instruction in many schools has focused so heavily on phonemic awareness, phonics, and word recognition that comprehension, vocabulary, and writing have been given short shrift. Because so much emphasis has been placed on K-3 reading that literacy instruction at higher grade levels has not been given the attention that it requires. Because the results on standardized reading tests have served as the sole criterion of literacy progress and consequently elementary school literacy programs have become mechanized and test-driven rather than content- and meaning-driven. Because instruction focused on reading skills has ended up reducing the teaching of science and social studies in the elementary schools to a minimum and in some cases has even crowded these subjects out of the school day altogether. (2) Ironically, developments such as these have occurred largely in response to state and federal mandates intended to raise the quality and level of literacy instruction. We applaud the idea of giving literacy the primary emphasis in the instructional day in U.S. elementary schools. But we also have observed that, unless fundamental principles of good literacy curriculum and instruction are kept firmly at the forefront of daily teaching in all subjects, the new emphasis may have little effect at best and at worst may negatively affect student literacy. If children are to excel in reading, writing, and critical thinking, they need to learn how to read different types of texts deeply and critically and how to write different types of texts in ways that clearly and powerfully communicate ideas. If the children who are not faring well in literacy learning in our schools are to succeed, they need teaching that both accelerates their learning and goes beyond what are commonly regarded as the basics of literacy. Instruction must promote children's engagement with text while also developing their skill at understanding and creating texts for a variety of purposes and across a range of subjects. For the past few years we have worked in urban public elementary schools to implement literacy instruction that emphasizes higher-level reading, writing, and thinking while also maintaining instructional focus on the skills of decoding, word recognition, and fluency. Our aim has been to help students learn what they really need to learn in order to become engaged and accomplished readers and writers--literate beings capable of interpreting text; developing connections between themselves and texts; critically analyzing, evaluating, and synthesizing; critiquing the usefulness of information in a text; writing on a variety of topics and for many different audiences; revising and editing ideas and forms of expression; and carrying out other higher-level processing that is involved in reading and writing. …

Three Foci of an Effective High School Generation 1.5 Literacy Program

There is an increasing amount of research and discussion about the characteristics and learning needs of “Generation 1.5.” These learners share characteristics of both first‐ and second‐generation immigrants; they have grown up and been educated in the United States, but live in homes where English is not the primary language. They often have considereable fluency in social English but less fluency in academic language.To date, most research focused on the Generation 1.5 population has considered college and adult levels. However, the needs of Generation 1.5 high school students must be considered in light of how curriculum, learning strategies, and teaching strategies affect their literacy development. This article presents recommendations as a framework through which to develop a high school literacy program that meets the needs of the Generation 1.5 population. The nine recommendations are categorized within three areas of focus: curriculum centered, learner centered, and educator centered.