California Literacy

Guidance and resources for teachers and families in Preschool through twelfth (P–12) grade schools regarding evidence-based literacy instruction.

State Superintendent Tony Thurmond reading a book to students in a classroom.

California's approach to literacy instruction is grounded in the science of reading, learning, and development, including decades of research applicable to our diverse and multilingual learners. As a dynamic state with extraordinary global influence and unsurpassed cultural and linguistic resources, California is committed to ensuring students are reading by third grade and are fully literate when they graduate from high school. Reading by Third Grade and Beyond is a key part of State Superintendent Tony Thurmond’s Transforming School Initiatives.

Explore below to learn about California’s Professional Learning Pack that includes the Literacy Roadmap and the P-3 Learning Progressions in Language and Literacy Development. Learn about California’s literacy policy and initiatives, including Screening for Risk of Reading Difficulties. All support the implementation of evidence-based practices aimed at achieving reading by third grade and beyond.

Announcements

Professional Learning Pack: California’s Literacy Roadmap’s Content Blocks and P–3 Learning Progressions in Language and Literacy Development

California Department of Education’s (CDE) Professional Learning Pack, which includes the release of two crucial literacy guidance documents:

California Literacy Roadmap’s Literacy Content Blocks for English-Medium Classrooms for Transitional Kindergarten Through Grade Five (TK–5)

Guide literacy instruction based on local context and students’ identified assets and assessed needs in the areas of language, foundational literacy skills, integrated reading and writing, and comprehensive English language development. The blocks reflect an intentional approach to literacy that promotes carefully sequenced initial instruction, appropriate practice and reinforcement, intervention as necessary, and meaningful application in English language arts and other content areas.
Preschool Through Third Grade (P–3) Learning Progressions for Language and Literacy Development (PDF)

Present the knowledge and skills children develop over the P–3 continuum and in-practice examples that illustrate how educators can use playful, inquiry-based teaching practices to engage children in developmentally appropriate, culturally sustaining language and literacy development experiences in English and their home languages. The themes of the English Language Arts/English Language Development (ELA/ELD) Framework organize the document, which is intended to be used by educators to support all students regardless of where they are in the continuum of language and literacy development.

Together with pre-existing guidance, these new resources help strengthen and make visible the coherence and comprehensiveness of California’s approach to literacy and biliteracy.

Reminder: Screening for Risk of Reading Difficulties

Education Code Section 53008 will require all local educational agencies (LEAs) to assess students from kindergarten to grade two for risk of reading difficulties with a screener(s) from the approved list commencing no later than the 2025–2026 school year.
- Important upcoming dates:
  - The approved list of screening instruments approved by the Reading Difficulties Risk Screener Selection Panel (RDRSSP) is now available under the "Screening" tab.
  - On or before June 30, 2025: LEA governing boards serving kindergarten to grade two shall adopt one or more screeners from the approved list.
SB 153, Sec. 117 approved $25 million one-time funds for training to administer screenings to assess for risk of reading difficulties using an instrument from the approved list of screeners. See Literacy Screenings Professional Development for links to the Funding Profile, Funding Results, and FAQs.

Project ARISE

Project ARISE provides a series of self-paced online courses that offer a whole-child approach to literacy instruction. Engage in content addressing executive functions, research-informed best practices for reading instruction, and a process for intensive intervention. This virtual professional learning opportunity can be accessed at any time and is free to all California educators. Project ARISE is led by the Contra Costa County Office of Education which partners with the San Diego County Office of Education and Glenn County Office of Education, and is supported by the California Department of Education.

California Collaborative for Learning Acceleration (CCLA)

Engage in free professional learning through the CCLA online repository of high-quality asynchronous courses for literacy and language development. Each course integrates Universal Design for Learning, culturally sustaining pedagogy, and social-emotional learning practices within the Multi-Tiered System of Support framework. Courses are approximately 60 minutes.

CCLA Literacy Courses in Foundational Skills and Reading Comprehension

Professional Learning Pack

This Professional Learning Pack is provided to enhance and align literacy efforts across the state, operationalize California’s Approach to Literacy and Biliteracy, and improve literacy outcomes for all California students. It features two new literacy tools released in spring 2025:

Individual educators and school and district teams can use the Literacy Content Blocks and P–3 Learning Progressions in tandem to inform instruction, professional learning, and collaborative planning to support inclusive, culturally responsive literacy practices and coherent systems of improvement from preschool through grade five. The Literacy Content Blocks outline the content and type of instruction needed to optimize student learning in language, foundational literacy skills, integrated reading and writing, and comprehensive English language development (ELD). The P–3 Learning Progressions delineate the development of children’s language and literacy knowledge and skills from preschool through third grade and provide examples of a range of instructional approaches. Both tools reflect and incorporate the themes of the English Language Arts/English Language Development Framework for California Public Schools—language development, meaning making, effective expression, foundational skills, and content knowledge—and define and describe evidence-based practices

California’s Approach to Literacy and Biliteracy

California's approach to literacy and biliteracy instruction is grounded in the science of literacy and the science of learning and development, building on decades of research applicable to our culturally and linguistically rich and diverse student population. California’s intentional approach to literacy promotes carefully sequenced initial instruction, appropriate practice and reinforcement, intervention as necessary, and meaningful application in English language arts (ELA), ELD, and literacy in all content areas. It values equally the development of knowledge and skills in each area of the language arts and their use across disciplines, including world languages, based on students’ identified assets and assessed needs. The approach recognizes the critical importance of ensuring that all students have access to joyful, motivating, linguistically and culturally affirming, and developmentally appropriate literacy experiences that lead to strong content knowledge and effective communication skills.

California’s approach to literacy and biliteracy promotes evidence-based instruction that teaches foundational literacy skills—print concepts, phonological/phonemic awareness, phonics and word recognition, and fluency— alongside oral language development, vocabulary, comprehension, writing, speaking, and listening skills. Integrated and designated ELD instruction are incorporated for identified English learner students and opportunities for the development of biliteracy are provided for all. Students with reading difficulties and students with exceptional needs receive supplemental and intensified academic supports to maximize their learning. The learning progress and literacy outcomes for all students are carefully monitored and prioritized within a system of instruction, curriculum, and assessment that is coherent and effective.

Sources of Information for the Literacy Content Blocks and P–3 Learning Progressions

The learning expectations and progressions demonstrated in each tool are drawn from California standards and learning foundations, which include:

California Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects,
California English Language Development Standards: Kindergarten Through Grade 12, and
Language and Literacy Development Domain of the California Preschool/Transitional Kindergarten Learning Foundations.
World Languages Standards for California Public Schools: Kindergarten Through Grade Twelve

These tools also build on and reflect other key California policy and guidance documents:

ELA/ELD Framework: Centers on five key themes - Meaning Making, Language Development, Effective Expression, Content Knowledge, and Foundational Skills. 
English Learner Roadmap: Promotes guidance on assets-oriented, needs-responsive practice that ensures meaningful access to the standards and frameworks, intellectual rigor, and biliteracy development for multilingual learners. 
California Dyslexia Guidelines: Outlines guidance in evidence-based reading and writing. instruction and targeted interventions to students with reading disabilities, including dyslexia. 
Educator Preparation Literacy Program Standards and Teacher Performance Expectations: Require alignment with the ELA/ELD Framework, incorporation of the California Dyslexia Guidelines, and inclusion of Multi-Tiered System of Support, and evidence-based literacy instruction. 
World Languages Framework: Define key knowledge, content, and skills related to teaching and learning world languages to promote high levels of achievement, inform development of biliteracy capacities, and expand linguistic and intercultural competency of every student in pursuit of the State Seal of Biliteracy.
State Literacy Plan: Models a process for developing local literacy plans and provides resources to support their development and implementation.

How the Tools Can Be Used

The Literacy Content Blocks and P–3 Learning Progressions can be used alongside many existing resources to inform the content of literacy professional learning and facilitate the collaboration of classroom teachers and other educators, including paraprofessionals, from preschool through grade five. Each tool presents opportunities for educators to learn about, coordinate, and integrate student learning across age spans and grades. Specifically, the tools may be used to guide the following:

Design of inclusive and academically rich experiences that celebrate students’ cultural identities and connect learning to real-world and creative exploration.
Individual reflections on personal knowledge, priorities, and practices.
Team discussions and evaluations of instructional materials and approaches, assessment results, and needed interventions.
Schoolwide and individual plans for professional learning, including coaching.
Development of school and district literacy plans, including a Multi-Tiered System of Support, analysis of the implementation of instruction across all literacy areas, and selection of curricula and assessment instruments.

The use of these tools serves as a foundation for collaboration, coherence, and continuous improvement across systems, driving improved literacy outcomes statewide.

Resources

Professional Learning Pack Resources may be used to support the implementation of California’s Approach to Literacy and Biliteracy. These resources include tools, guidance documents, and professional learning materials designed to strengthen coherence across initiatives, support diverse learners, and promote high-quality, evidence-based literacy instruction for all students. 

Professional Learning Pack Resources

Literacy Roadmap

Overview

The Literacy Roadmap is designed to help educators apply the English Language Arts/English Language Development Framework for California Public Schools (ELA/ELD Framework) to classroom instruction, navigate the resources and professional learning opportunities available to implement effective literacy instruction, and improve literacy outcomes for all students with a focus on equity. The purpose of the California Literacy Roadmap is to provide current and comprehensive, yet concise, guidance to help educators implement effective literacy instruction for all California students.

Literacy Content Blocks

Literacy Content Blocks are a central element of the California Literacy Roadmap. They are intended to guide literacy instruction based on local context and students’ identified assets and assessed needs. As of Spring 2025, Literacy Content Blocks are provided for English-medium classrooms in transitional kindergarten through grade five. The blocks reflect an intentional approach to literacy that promotes carefully sequenced initial instruction, appropriate practice and reinforcement, intervention as necessary, and meaningful application in ELA and other content areas.

Literacy Content Blocks for English-Medium Classrooms
Glossary

Screening for Risk of Reading Difficulties

Overview

The Screening for Risk of Reading Difficulties allows for early identification and intervention of reading difficulties, including dyslexia, for students in kindergarten to grade two. Education Code Section 53008 requires all California local educational agencies (LEAs) to adopt a screening instrument by June 30, 2025, and implement screening beginning no later than the 2025–2026 school year. The LEAs select their screening instrument from the list approved by the Reading Difficulties Risk Screener Selection Panel (RDRSSP) appointed by the State Board of Education.

Screening Instruments and Information Overviews

Organization	Title	Grade Levels	Languages	Information Overviews
Distributed by Amira Learning or HMH (formerly Amira Learning, with HMH as distribution partners)	Amira	Kindergarten, Grade One, and Grade Two	English and Spanish	Amira Information Overview
Amplify Education	mCLASS with DIBELS Edition 8 and mCLASS Lectura	Kindergarten, Grade One, and Grade Two	English and Spanish	mClass with DIBELS Edition 8 and mClass Lectura Information Overview
University of California San Francisco (UCSF) Dyslexia Center	Multitudes	Kindergarten, Grade One, and Grade Two	English and Spanish	Multitudes Information Overview
Stanford University, Brain Development and Education Lab	Rapid Online Assessment of Reading (ROAR)	Grade One and Grade Two	English only	ROAR Information Overview

Communication and Resources

Frequently Asked Questions (FAQs)
Webinar Series: Screening for Risk of Reading Difficulties
Letters to the field
- Screening Students for Risk of Reading Difficulties, December 11, 2024
- Screening Students for Risk of Reading Difficulties, December 17, 2024
Adoption Toolkit: Reading Difficulties Risk Screener, 2024
Developed by the Curricular and Improvement Support Committee of the California County Superintendents.
- Disclaimer: The opinions expressed in this resource do not necessarily reflect the positions or policies of the California Department of Education (CDE). The CDE does not control or guarantee the accuracy, relevance, timeliness, or completeness of any information included in the resource.
Literacy Screening Professional Development Funding
$25 million one-time funds for training to administer screenings to assess for risk of reading difficulties using an instrument from the approved list of screeners.

Policy

Education Code Section 53008
Reading Difficulties Risk Screener Selection Panel (RDRSSP)
- Information about the Reading Difficulties Risk Screener Selection Panel authorized by California Education Code Section 53008.
California Dyslexia Guidelines (PDF)

California Literacy Policy and Guidance

Standards

English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects (PDF)
The California English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects standards define the knowledge, concepts, and skills that students should acquire in each grade-level in English Language Arts and Literacy.

California English Language Development Standards (PDF)
The California English Language Development Standards (CA ELD Standards) amplify the California State Standards for English Language Arts and Literacy (ELA/Literacy) in History/Social Studies, Science, and Technical Subjects. The CA ELD Standards, when used in tandem with state content standards, assist English learner students to build English proficiency, refine the academic use of English, and provide students access to subject area content.

Preschool and Transitional Kindergarten (TK) Learning Foundations
The California Preschool/Transitional Kindergarten Learning Foundations (PTKLF) outline the key knowledge and skills that most children ages three to five and a half years old can achieve when provided with the kinds of interactions, instruction, and environments that research has shown to promote early learning and development. They provide preschool/TK educators, parents, and the public with a clear understanding of the wide range of knowledge and skills that children typically attain when given the benefits of a high-quality preschool program, whether it be in center-based, home-based, or TK settings. The new PTKLF will be released in the summer of 2024.

Guidance

English Language Arts (ELA)/English Language Development (ELD) Framework
Approved by the State Board of Education (SBE) in 2014, the ELA/ELD Framework provides a blueprint for the implementation of two sets of interrelated standards: the California Common Core State Standards: ELA/Literacy in History/Social Studies, Science, and Technical Subjects and the California ELD Standards. The debate about how to teach literacy has gained much attention in the nation and the state in recent years. The ELA/ELD Framework, however, has long advocated for a comprehensive and integrated model of literacy that offers evidence-based literacy instruction in the classroom, including explicit instruction in phonics, phonemic awareness, and other decoding skills, as well as the development of vocabulary, comprehension, writing, speaking, and listening skills.

Resource Guide to the Foundational Skills of the California Common Core State Standards (CA CCSS) for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects (PDF)
The purpose of this document is to elucidate and highlight selected key concepts and guidelines from the ELA/ELD Framework regarding the foundational skills of reading and to direct readers toward specific discussions of the foundational skills in the framework. The ELA/ELD Framework should be read for additional information and detail. See especially the Foundational Skills and the Supporting Students Strategically sections in the Overviews of the Span in chapters 3–7. See also the Foundational Skills discussions in each grade-level section of chapters 3–7.

California Dyslexia Guidelines (PDF)
The purpose of California’s dyslexia guidelines is to provide educators, parents, and other stakeholders with a road map for supporting students with dyslexia in California’s public schools.

California Literacy Roadmap
The California Department of Education, in consultation with the SBE, is currently developing the California Literacy Roadmap per Section 117 of the Education Omnibus Budget Trailer Bill 114. The Literacy Roadmap will help educators apply the ELA/ELD Framework to classroom instruction, navigate the resources and professional development opportunities available to implement effective literacy instruction, and improve literacy outcomes for all pupils with a focus on equity.

California English Learner Roadmap
California English Learner policy including a focus on literacy and biliteracy for English learners, as well as the importance of home language. It is a guide to assist local educational agencies to implement California's 21st century college-and-career-ready standards, curriculum, instruction programs, and assessments.

Legislation

Screening for Risk of Reading Difficulties
The Screening for Risk of Reading Difficulties allows for early identification and intervention of reading difficulties, including dyslexia, for students in kindergarten to grade two. Education Code Section 53008 requires all California local education agencies (LEAs) to adopt a screening instrument by June 30, 2025, and implement screening beginning no later than the 2025–2026 school year. The LEAs select their screening instrument from the list approved by the Reading Difficulties Risk Screener Selection Panel (RDRSSP) appointed by the SBE. Learn more about the RDRSSP.

Literacy and Reading Program Standards and Teaching Performance Expectations
Senate Bill 488 (Chap. 678, Stats. 2021) required the Commission on Teacher Credentialing (Commission) to update their Multiple Subject, Single Subject in English, and Education Specialist program standards literacy and reading standards for the preparation of candidates and their corresponding Teaching Performance Expectations (TPEs). Additionally, the bill requires the Commission to review teacher preparation programs and certify that they are providing instruction according to the updated standards and TPEs, as well as to develop a new literacy performance assessment to replace the current Reading Instruction Competence Assessment (RICA). The commission has opted to extend these requirements to the PK-3 Early Childhood Education Specialist instruction credential.

Initiatives

Current Grant Work

Comprehensive Literacy State Development Grant (2019–2024)

Summary: This $37.5 million federal grant funds the California Department of Education (CDE) and seven county offices of education (COEs) that serve as local literacy lead agencies (LLAs), to support development of students’ literacy birth through grade twelve. This grant also funded development of the Comprehensive State Literacy Plan, which aligns and integrates statewide literacy initiatives, content standards, and guidance documents.
Literacy Campaign Support: Four LLAs focus on supports for birth through grade three.

Educator Workforce Investment Grant (EWIG): Effective Language Acquisition Programs (2023 –2025)

Summary: This $10 million state grant funds the Sacramento COE, Los Angeles COE, San Bernardino County Superintendent of Schools, and the Orange County Department of Education to provide professional learning to support effective language acquisition programs for identified English learner students.
Literacy Campaign Support: Supports the needs of English Learner (EL) students throughout the state.

California Dyslexia Initiative (2019–2024)

Summary: This $4 million state grant funds the Sacramento COE to build statewide capacity to provide early intervention services and supports for students with specific learning disabilities such as dyslexia, including identifying effective identification and treatment models and developing and delivering professional learning.
Literacy Campaign Support: Provides training on supporting students with disabilities, including identifying and supporting students with dyslexia in the early grades.

Early Literacy Support Block Grant (2020–2024)

Summary: This $50 million state grant funds the CDE and 34 local educational agencies (LEAs) with 73 eligible participating schools that have the highest percentage of students in grade three scoring at the lowest achievement standard level on the State Summative English Language Arts (ELA) assessment. An additional $3 million funds the Expert Lead in Literacy (Sacramento COE) to support identified LEAs to conduct a root cause analysis, prioritize identified needs, and develop literacy action plan to implement over three years. The grant supports LEAs to provide high-quality literacy teaching and interventions as well as and family and community engagement. The Expert Lead in Literacy’s work ends in November 2023.
Literacy Campaign Support: Supports students in Transitional Kindergarten (TK) through grade three in the areas of access to high-quality literacy teaching, support for literacy learning, pupil supports, and family and community supports.

Reading Instruction and Intervention Grant (2021–2026)

Summary: This $10 million state grant funds the Contra Costa COE to generate and disseminate professional learning opportunities in the areas of evidenced-based literacy, intensive literacy interventions, and support of students’ executive functioning skills. The professional learning is intended to help teachers be successful in teaching reading and providing needed supports to students struggling to read.
Literacy Campaign Support: Provides funding for professional learning to help teachers be successful in teaching reading and providing needed supports to students struggling to read.

Literacy Coaches and Reading Specialists Program and Literacy Coaches and Reading Specialists Educator Training Grant (2022–2027 and 2023–2028)

Summary: The 2022–2027 program provides $250 million to LEAs to develop school literacy programs, employ and train literacy coaches and reading and literacy specialists, and develop and implement interventions for students in need of targeted literacy support. $225 million funds eligible LEAs, and $25 million funds the Sacramento COE through the Literacy Coaches and Reading Specialists Educator Training Grant to support those LEAs and to develop and provide professional learning for educators to become literacy coaches and reading and literacy specialists. The 2023–2028 program provides an additional $250 million to LEAs for the same purposes. $248 million will fund eligible LEAs, and $2 million will be allocated to the Sacramento COE.
Literacy Campaign Support: Provides funding to elementary school sites to increase the number of literacy coaches and specialists and to develop and implement school literacy programs.

Prior Grant Work

Educator Workforce Investment Grant Program - Professional Learning (CA Dept of Education)

EWIG: EL Roadmap Policy Implementation (2019–2023)
- Summary: This $5 million state grant funds Californians Together and the California Association for Bilingual Educators to build the capacity of LEAs across the state by providing training in EL Roadmap policy implementation. Professional learning resources developed by the grant remain available on the grantees’ websites.
- Literacy Campaign Support: Supports the needs of EL students throughout the state, including students in TK through grade three.
EWIG: Special Education (2019–2022)
- Summary: This $5 million state grant funds the California Coalition for Inclusive Literacy to build the capacity of California local educational agencies to create, design, and deliver professional learning opportunities for teachers and paraprofessionals in literacy development and Universal Design for Learning to provide access for students with disabilities to their grade-level content.
- Literacy Campaign Support: Provides training to teachers in Universal Design for Learning, which supports all students, including those struggling to read.

Webinars

Screening for Risk of Reading Difficulties Webinar Series

The Screening for Risk of Reading Difficulties allows for early identification and intervention of reading difficulties, including dyslexia, for students in kindergarten to grade two. Pursuant to Education Code Section 53008, commencing no later than the 2025–26 school year, and annually thereafter, a district serving students in kindergarten or grades one or two shall assess each student in kindergarten and grades one and two for risk of reading difficulties using the one or more screening instrument(s) adopted by their governing boards from of the list of screeners approved by the Reading Difficulties Risk Screening Selection Panel December 16, 2024.

This series is developed by the Statewide Literacy Office to assist districts on next steps related to the screeners.

Webinar Links for Sessions 1 and 2

Session 1: Screening Overview

Session 2: Role of Screening

Access the complete webinar series playlist

English Language Arts (ELA)/English Language Development (ELD) Framework Webinar Series Playlist

This 9-part series is designed for all school, district, county, state, and higher education educators who want to learn more about California's recommended literacy policies and practices, as well as why the English Language Arts/English Language Development (ELA/ELD) Framework is as relevant today as it was in 2014. The series will explore how it is organized, what it offers, how it can be used, and how it supports Superintendent Thurmond's Literacy Campaign of "Reading by Third Grade and Beyond."

Session 1: Overview Comprehensive Literacy

Session 2: Foundational Skills

Session 3: English Language Development

Session 4: Language Development

Session 5: Meaning Making

Session 6: Effective Expression

Session 7: Content Knowledge

Session 8: Assessment & Intervention

Session 9: System Implementation

Access the complete webinar series playlist

Resources

Literacy Newsletter

A primary objective of California’s federally funded Comprehensive Literacy State Development (CLSD) grant program is to bring coherence to California’s system of literacy supports to improve student outcomes, birth through grade twelve. This newsletter supports this objective by providing information on literacy-focused activities happening within the California Department of Education (CDE), the Statewide System of Support, and at local educational agencies (LEAs) to help achieve the goal of aligning state and local literacy initiatives.

Subscribe to this newsletter by sending a blank email to join-cde-literacy@mlist.cde.ca.gov. If you have a literacy-focused event or resource that you would like to see highlighted in this newsletter, reach out to the CLSD team at CLSDP@cde.ca.gov.

California Literacy

Announcements

Professional Learning Pack: California’s Literacy Roadmap’s Content Blocks and P–3 Learning Progressions in Language and Literacy Development

Reminder: Screening for Risk of Reading Difficulties

Project ARISE

California Collaborative for Learning Acceleration (CCLA)

Professional Learning Pack

California’s Approach to Literacy and Biliteracy

Sources of Information for the Literacy Content Blocks and P–3 Learning Progressions

How the Tools Can Be Used

Resources

Literacy Roadmap

Overview

Literacy Content Blocks

Screening for Risk of Reading Difficulties

Overview

Screening Instruments and Information Overviews

Communication and Resources

Policy

California Literacy Policy and Guidance

Standards

Guidance

Legislation

Initiatives

Current Grant Work

Prior Grant Work

Webinars

Screening for Risk of Reading Difficulties Webinar Series

Session 1: Screening Overview

Session 2: Role of Screening

English Language Arts (ELA)/English Language Development (ELD) Framework Webinar Series Playlist

Session 1: Overview Comprehensive Literacy

Session 2: Foundational Skills

Session 3: English Language Development

Session 4: Language Development

Session 5: Meaning Making

Session 6: Effective Expression

Session 7: Content Knowledge

Session 8: Assessment & Intervention

Session 9: System Implementation

Resources

Literacy Newsletter

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