St. Louis Park Public School’s new literacy curriculum is built on the Collaborative Literacy Curriculum (K-5), integrating reading, writing, and language comprehension into each student’s learning experience. It’s aligned with the Science of Reading, a research-based approach to developing proficient readers and writers, emphasizing instruction, skill-building and fostering a love for language. This approach emphasizes the ever-evolving nature of literacy, and that methods that work now, may need to be adjusted in the future.
Why do we have a new curriculum?
In 2023, the Read Act (Reading to Ensure Academic Development Act) brought significant changes to education in Minnesota, requiring all school districts to adopt new, evidence-based literacy curricula that emphasize explicit, systematic phonics instruction. This historic legislation was enacted to address the state's declining reading proficiency, with many students reaching middle school unable to read at grade level.
The Minnesota Department of Education reviewed various curricula to ensure alignment with structured literacy practices. Only those meeting these evidence-based criteria are eligible for READ Act Literacy Aid. This includes Collaborative Literacy, SLP’s literacy curriculum.
The Read Act aims to ensure that every child can read at or above grade level each year, beginning in kindergarten. We are excited to make a significant step forward in supporting literacy for all students while reversing years of declining test scores.
Why Collaborative Literacy Stands Out
Educators using the Collaborative Literacy Curriculum integrate reading and writing, with lessons connecting reading comprehension and written expression. We know that access to high-quality, diverse books across genres such as narrative fiction, historical nonfiction and poetry are engaging for students. Collaborative Literacy selects rich and diverse texts that
nurture curiosity, encourage critical thinking, and serve as models for effective writing.
Unlike some programs that separate reading and writing instruction, Collaborative Literacy builds meaningful connections between the two. Writing activities are used in each unit to ensure comprehension, develop writing skill and deepen student engagement with texts.
Another major win for Collaborative Literacy is their alignment with Scarborough’s Reading Rope – a conceptual model that shows how different skills work together to build strong readers. This model uses word recognition and language comprehension to form a strong “rope” that makes reading accurate, fluent, and meaningful.
Lastly, our staff have access to the tools and resources needed to support all students using this curriculum. Professional development videos provide our educators with clear examples of instructional strategies, ensuring consistent and effective teaching. In contrast, many other curricula often overlook comprehensive training, particularly resources tailored for multilingual learners, leaving both staff and students without the support they need to thrive.
Our SLP staff are incredible individuals who work tirelessly to support students and families. Already we see them in action, working hard to implement this new curriculum with dedication and care. Over the next year, we will gather valuable insights through FastBridge and Minnesota Comprehensive Assessment (MCA) data to measure our students’ literacy progress. By selecting a curriculum rooted in strong, research-based practices, SLP is committed to equipping every child with the tools they need to succeed in literacy and beyond.
What questions can I ask my student when they get home from school?
It takes a dedicated community to raise and support a child in becoming a thriving citizen; the activities a student does at school are just as important as the activities done at home. Parents can get involved in the literacy process by asking deeper questions so their child can demonstrate what they’re learning each day.
Instead of “how was school?” or “what did you learn?”try these questions:
- How can I or your teacher(s) help you know you have mastered the skill(s)?
- What unit are you studying or big ideas are you exploring in class right now?
- How do you feel about what you’re learning? Do you think you’re beginning to learn the skill, getting better at it, or have you mastered it?
- What skills are you working on? What are your learning targets this week?