Essential Questions for Early Grade Reading
Early Grade Reading Playbook: Chapter 2
Overview
Reading proficiency in the early grades sets children on a path to lifelong success. Children who read well by third grade are far more likely to graduate high school, enroll in college and thrive across all subjects. Communities can close reading gaps through high-quality instruction aligned to the Science of Reading, well-trained teachers, early intervention and coordinated support across education and neighborhood systems.
Early grade reading progress
Mastering the five pillars of early literacy in kindergarten through third grade lays a strong foundation for reading proficiency by the end of third grade and sets students up for continued academic.
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1. Are young learners demonstrating the academic progress needed to be considered “on track” for early grades?
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2. Are young learners mastering the five pillars of early literacy?
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3. Are young learners meeting reading benchmarks for third grade?
Leadership for literacy
Local Education Agencies (LEAs) need leaders with a clear vision for advancing literacy in their districts and a strategy for implementing effective instructional practices across all schools.
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4. Does the LEA have a clear vision and strategy for advancing early literacy aligned to the Science of Reading?
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5. Has the LEA adopted standards and coherent curricular materials aligned to the vision?
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6. Does the LEA use quality data and assessment resources to drive instructional decision making for all students?
Teaching and learning
Schools with well-trained, specialized early literacy teams with representative teachers can effectively facilitate a flexible, equitable and culturally relevant literacy program.
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7. Does each school have a well-trained, specialized early literacy team to facilitate a flexible, equitable literacy program?
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8. Does the school maximize and direct time to continuously improve the effectiveness of instruction and intervention?
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9. Are teachers and schools making significant contributions to academic growth for students?
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10. Do students have effective, representative teachers and leaders?
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11. Do students have access to curricula aligned to the Science of Reading research and that includes explicit phonics instruction?
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12. Do students attend school in systems with adequate funding to support curricula and ongoing coaching needed to implement the Science of Reading?
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13. Do students have access to teachers trained, coached and supported to teach the Science of Reading?
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14. Are students who are behind grade level identified early and provided high-quality interventions aligned to the curriculum?
Experiences and neighborhood conditions
Children who grow up in literacy-focused, resource-rich neighborhoods experience healthy development and cultivate a lifelong joy of reading.
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15. Do families live in well-resourced neighborhoods (including well-resourced and accessible libraries)?
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16. Do families with children have access to adequate public support?
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17. Do students have a literacy-rich environment and routines at home (e.g., books in the home, children being read to)?
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18. Do students have access to quality after-school and summer enrichment programming to reinforce classroom learning and prevent learning loss?
Positive school environments
Positive school environments create the conditions for safety and belonging by focusing on holistic child development. Young learners want to attend school consistently when environments are positive.
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19. Do young learners attend schools with safe, inclusive and supportive environments?
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20. Do young learners attend schools that prioritize their social, emotional and physical development and well-being?
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21. Are young learners demonstrating consistent attendance?
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22. Are there young learners who disproportionately experience exclusionary discipline?
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23. Are young learners demonstrating positive behavior?
Early Grade Reading Playbook
Download the playbook