Slinger School District English Language Arts philosophy provides all students with high-quality, evidence-based research instruction that aligns with Wisconsin State Standards.
Literacy development begins with the ability to understand spoken language (language comprehension) and the capability to decode written words (word recognition), ultimately empowering students to read and comprehend a variety of complex literary and informational texts for many purposes.
The progression of foundational skills begins with; print concepts, phonological awareness, phonics/ word recognition, fluency, and vocabulary, along with building background knowledge and strategic learning.
Effective communication through writing and participating in rich discussions is an integral component which leads to critical comprehension of knowledge and supports college and career readiness for all students.
Lifelong literacy enables students to effectively interpret text and communicate through oral and written language in all content areas and arenas of life.
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Links to standards:
Wisconsin Standards for English Language Arts, DPI 2020
Wisconsin Essential Elements for English Language Arts, DPI 2022
Wisconsin Model Early Learning Standards Fifth Edition
The 2020 Edition | WIDA
In the Slinger School District, the approach to literacy learning is rooted in a universal, evidence-based framework designed to support and empower every student from the start. This comprehensive literacy framework emphasizes structured, systematic early literacy and a commitment to evidence-based instructional practices. The district prioritizes a sequential approach to building foundational skills that are vital for literacy development, ensuring all students receive the tools they need to thrive as readers and communicators.
Central to this framework are the areas of phonemic and phonological awareness and phonics, which are taught systematically and explicitly to build each student’s decoding and encoding skills. Teachers use a structured sequence, gradually introducing and reinforcing these elements to help students master the connections between sounds and letters, which are critical for reading fluency. Instruction in phonics is not limited to rote learning; instead, it is embedded in engaging activities that allow students to practice their skills in meaningful contexts.
Vocabulary building is another key component, providing students with the language they need to understand and express complex ideas. Teachers introduce new words purposefully and revisit them frequently, using a variety of instructional strategies to reinforce understanding. By emphasizing vocabulary in every lesson, students are not only expanding their language but also enhancing their comprehension, enabling them to engage more fully with texts across all content areas.
Recognizing the diverse needs of early readers, Slinger’s literacy framework includes differentiated scaffolds that support oral language development, decoding, and encoding skills. Teachers tailor their instruction based on each student’s unique learning profile, providing individualized supports and challenges to ensure that every child progresses at a pace suited to their needs. Scaffolds may include small group instruction, targeted phonics interventions, or additional opportunities for oral language practice, all geared towards fostering a solid literacy foundation.
This comprehensive, systematic approach aligns with research on effective early literacy instruction, ensuring that all students in the Slinger School District have the opportunity to build robust literacy skills. By focusing on evidence-based practices in phonemic awareness, phonics, vocabulary, and tailored instructional scaffolding, Slinger is setting its students on a path toward lifelong reading and learning success.
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The Slinger School District utilizes a comprehensive, balanced assessment system to inform decisions at the classroom, school, and district levels. Our assessment system includes formative checks for understanding (such as common assessments across grades or content areas), benchmark assessments like iReady and aimswebPlus, and state-required summative assessments (DLM, ACCESS for MLLs, PreACT Secure, and ACT). Each of these assessments provides valuable insights into our students’ proficiency levels, and the results are carefully reviewed, analyzed, and interpreted to refine instruction and better meet each student’s needs.
| Reading Readiness Screeners |
Parent/Caregiver Communication |
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Statewide 4K Fundamental Skills
Screening Assessment
Pearson aimswebPLUS
(phonemic awareness & letter-sound knowledge)
Screening windows/dates:
Spring: April 14-25, 2025
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- Parents and caregivers can expect to receive a letter by email that will be sent within 15 days of the scoring of the statewide early literacy screener.
- Reports will be sent twice per year in the fall and spring.
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Statewide 5K-3 Universal Screener
Pearson aimswebPLUS
(phonemic awareness, letter-sound knowledge, alphabetic knowledge, decoding & oral vocabulary)
Screening windows/dates:
Winter: January 6-17, 2025
Spring: April 14-25, 2025
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- Parents and caregivers can expect to receive a letter by email that will be sent within 15 days of the scoring of the statewide early literacy screener.
- Reports will be sent three times per year- fall, winter, and spring.
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- Students who score below the 25th percentile on the reading readiness screener will receive a personalized reading plan developed by a team. This plan includes:
• a description of the science-based early literacy programming;
• early literacy assessment data;
• overall early literacy analysis;
• student goals and support plan;
• additional services to accelerate early literacy skills;
• recommendations for early literacy learning;
• record of attendance and progress;
• record of communication with parent/caregiver(s)
- We will provide a copy to families/caregivers
- Families/caregivers can expect to receive updates about the student’s progress at least every 10 weeks.
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Beginning the summer of 2026, intensive Summer Reading Intervention will be offered to 3rd grade students who have not exited their Personal Reading Plan by the end of third grade and continue to score below the 25th percentile on the reading screener.
Intensive Summer Reading Intervention will be offered during the Slinger Summer School Sessions between June 2026 - July 2026. Summer school will not convene on July 3-4, 2026.
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