California’s Approach to Literacy and Biliteracy
California’s research-based approach to literacy and biliteracy emphasizes equitable, evidence-based instruction and support systems to ensure all students develop strong literacy skills and graduate fully literate and prepared for future success.California Literacy Home | California's Approach to Literacy & Biliteracy | Standards, Learning Foundations & Frameworks | Instructional Guidance & Materials | Screening & Assessments | Grants & Funding | Professional Learning & Webinars
California's approach to literacy and biliteracy builds on decades of educational research applicable to our culturally and linguistically rich and diverse student population, including the science of reading/literacy and the science of learning and development. 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), English language development (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.
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 the links above for California literacy policy, guidance documents, policies, resources, funding programs, and professional learning supports for educators and educational partners.