Research and Resources
Reading promotes inquiry, critical thinking, and empathy in our students, which is why a central goal of literacy is to develop lifelong reading habits and a love of reading for all of our learners. In classrooms, instruction is implemented through Reading Workshop in a combination of ways, including read-aloud, shared reading, guided reading, literature study, and independent reading. These components are further detailed in the Winnetka Literacy Instructional Framework. The Florida Center for Reading Research recognizes the importance of balanced literacy and the integration of the five critical components of reading: Phonological Awareness (includes phonemic awareness), Phonics, Fluency, Vocabulary, and Comprehension.
Reading Instruction Includes:
- Time for students to practice skills and strategies daily.
- Explicit instruction combined with guided and independent practice.
- Ongoing formative and summative assessment to monitor student progress.
During the 2023/24 school year, teachers in grades K-8 will be piloting materials in order to select updated materials for adoption beginning the 2024/25 school year. The table below depicts what is being piloted. Monthly updates will be provided via the School Board Initiative Updates memo.
|American Reading Company||X|
|Wit and Wisdom||X||X|
High-quality reading instruction incorporates the five components of reading delivered through a coherent instructional design.
"Research has repeatedly demonstrated the importance of initial instruction that includes the five critical components of reading: Phonological Awareness, Phonics, Fluency, Vocabulary, and Comprehension. To be most effective, the five critical components need to be taught explicitly within classrooms that are strongly positive and engaging, use writing activities to support literacy, and provide students with many opportunities to read interesting text and complete authentic reading and writing assignments. Teachers typically follow a core reading curriculum to guide instruction in whole and small group settings. Small group instruction should be individualized to reflect the instructional needs of the students. Individual student needs are determined by formal screening and progress monitoring assessments, classroom assessments, and teacher observations. The goal is to use information from multiple sources to group students in a way that makes instruction in critical reading skills most efficient. For more information on the content and sequence for delivery of these please see Components of Reading."