K-3 EARLY LITERACY INITIATIVE (K-3 ELI)
The ultimate goal of reading is being able to understand what we read, in order to read to learn, therefore it is vitally important to build the foundational skills. When we talk about beginning reading, the focus is on the 5 Big Early Literacy Skills: Phonemic Awareness, Alphabetic Principle, Fluency, Vocabulary and Comprehension.
Background: To address years of low performances on the ASDOE statewide assessment, the department launched an initiative focused on increasing literacy rates in K5 through 3rd-grade classrooms as a key strategy for improving overall student achievement across all public elementary schools.
Piloted in 2021, the initiative reintroduced two evidence-based programs successfully implemented under the U.S. Department of Education's Reading First Initiative grant: Read Well, a comprehensive, systematic, and explicit early literacy program, and Language for Learning, which strengthens students' oral language development. Together, these programs provide K5 through 3rd-grade students with the foundational skills needed to become successful readers. To monitor student progress, ASDOE adopted Acadience, an external interim assessment administered three times each year to measure early literacy skills. Assessment results are used to track student growth and inform instructional adjustments, ensuring that students master essential literacy skills.
The initiative began with six pilot schools, involving 12 classrooms serving K5 and 1st-grade students. Over the following three years, the initiative expanded in phases to the remaining 17 schools and additional grade levels. This gradual rollout, combines with ongoing professional learning and support, enabled a smooth transition to the core instructional programs, assessment practices, and instructional expectations.
Today
As the department prepares to implement the 2026-2030 Five-Year Strategic Plan (5YRSP). the K-3 ELI Team is eager to continue advancing the initiative's goals and activities under Strategic Priority 1, Goal 1. Building on the progress achieved to date, the team remains committed to strengthening early literacy outcomes and supporting high-quality instruction across all schools.
Although significant strides have been made, there is still important work ahead to achieve the transformative impact we envision for student learning. Realizing this vision will require the continue commitment, collaboration, and shared responsibility of educators, school leaders, families, and the broader community because Our Students Deserve Our Best!
K5-3 Core Reading and Language Program & Assessment
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Language for Learning Grades: PreK-5
The McGraw Hill Language for Learning provides young learners with the knowledge and understanding of language they need to achieve proficiency and reading comprehension. This oral language program was designed for kindergarten and primary age school children, as well as English language learners. It gives them a strong foundation for expressive and receptive language, and teaches words, concepts and statements important to both oral and written language.
A comprehensive, research-based core reading and language arts curriculum that differentiates instruction for every student. This mastery-based solution helps students build critical skills necessary to be successful readers and learners. Through whole-class instruction, differentiated small-group instruction, and individual student practice, teachers have the flexibility neccessary to meet students at their skill levels and instruction accordingly.
The K-3 ELI is a key component of Goal 1 in the ASDIE 5YRSP and is scheduled for full implementation during SY'26-'27. As a result, student performance data from SY 25'-'26 will serve as the initiative's baseline for measuring over the next five years.
Achieving the intiative's goals will require ongoing collaboration among division leaders, school administrators, instructional staff, and other key stakeholders. Together, they will closely monitor student and school performance, engage in regular data discussions, and participate in professional learning opportunities to improve implementation of early literacy instruction and conduct effective progress monitoring. Ensuring that all stakeholders have a shared understanding of early literacy and data informed decision makiong will be essential to the initiative's success.
The K-3 ELI team, a collaborative effort between the Division of Curriculum and Instruction English Language Arts and Oasis, remains committed to supporting schools and teachers as they continue to implement the initiative. Together, we are dedicated to ensuring that our youngest learners receive high-quality literacy instruction and develop the foundational skills needed to become successful readers.
MEET THE TRAINERS
DCI
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Salaevalu Loia
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Sreeja Sreenivasan
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Faleula Sappa
TEACHERS
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Mae Faiupu
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Safuifata Mara
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Ailepata Ioane
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Corabelle Tulouna
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Lumafale Aiono
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Rose Spitzenburg
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Elizabeth Tufele
VP
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Mabel Matautia
OASIS
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Pualani Pulu-Fui
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Ruby Ripley
The Acadience Reading K-6 (Previously published as DIBELS Next) literacy assessment provides brief, formative indicators of the essential skills necessary for proficient reading in grades K-6.
Design to predict early reading success and identify students experiencing difficulty in the acquisition of foundational literacy skills, Acadience Reading solution provide early literacy support to prevent later reading diffcultires.
The Research:
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Children should develop literacy skills that progress from learning to read to reading to learn move from kindergarten through early elementary.
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Early literacy skills support reading proficiency and build knowledge in all subject areas.
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Students who struggle with literacy skills as early as kindergarten often continue to read below grade level throughout the early grades and generally fail to receive assistance needed to catch up. (Education Commission of the States, September 2020)
