Early Literacy
Phonics
Knowing every child’s learning journey is unique, teachers offer explicit, systematic reading and writing instruction using the Science of Reading research and best practices.Phonics
Knowing every child’s learning journey is unique, teachers offer explicit, systematic reading and writing instruction using the Science of Reading research and best practices.
Phonics
Our K-6 classrooms are currently implementing Wonders ELA & ELD curriculum. Specifically, in our early literacy grades, kindergarten through grade 2, our classroom teachers teach phonics lessons grounded in the science of reading and the principles of structured literacy. They will be utilized during the District's literacy blocks. This program serves as a phonics and word study strand that enriches the other essential components of literacy being taught in Center Unified School District. Through explicit, systematic, and direct phonics instruction, reading skills can be enhanced so that students can comprehend grade-level materials more easily in Kindergarten - 6th grade.
Literacy Instruction
Literacy Instruction
Literacy Instruction
The Center Joint Unified School District’s English Language Arts Program includes a variety of curriculum and intervention opportunities in reading, writing, speaking, and listening. It emphasizes a strong literacy-based classroom environment as well as the importance of early intervention. Universal screeners combined with classroom assessments allow teachers to tailor instruction and intervention to meet the needs of individual students. Our Multi-Tiered Systems of Support help students succeed by identifying specific interventions and monitoring the effectiveness of these interventions. For more information on the intervention process, see the MTSS site.
The Science of Reading in Action in Center Joint Unified School District
The Science of Reading in Action in Center Joint Unified School District
The Science of Reading in Action in Center Joint Unified School District
Center JUSD is committed to supporting the science of reading in our schools in the district.
“Science of reading” means an interdisciplinary body of scientific evidence that:
- Informs how students learn to read and write proficiently from early childhood through adolescence.
- Explains why some students have difficulty with reading and writing.
- Indicates that all students benefit from explicit and systematic instruction in phonemic awareness, phonics, vocabulary, fluency, comprehension, and writing to become effective readers.
- Does not rely on any model of teaching students to read based on meaning, structure, and syntax, and visual cues, including a three-cueing approach
The interdisciplinary body of scientific evidence is the research. From this research, educators must transform it into instructional practices that include using quality instructional materials. Learning to read is not a natural process. We use systematic and explicit instructional practices to train the developing reading brain. Structured literacy practices help all readers develop the pathways in the brain necessary for skilled reading. Nancy Hennesy gives us An Overview of Structured Literacy and how it supports the “science of instruction."
