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Phone: 410-903-9560

American Reading Company (ARC)

Every student reading and writing on or above grade-level

Built and run by educators, ARC is 100% employee owned. ARC believes that all students deserve the opportunity to achieve reading success using proven resources and methods like foundational skills instruction, daily reading and writing practice, and books that build knowledge while reflecting each child’s world. ARC partners with schools and districts to develop student knowledge in science, social studies, and literary genres through daily exposure to grade level complex text, research and writing. ARC Core provides explicit, systematic, whole-group foundational skills instruction with differentiated support. ARC is a continuous improvement company, enhancing its HQIM based on feedback from reviews, research, the field, and expert practitioners.

American Reading Company’s high-quality instructional materials are available for grades K–12.

Curriculum Design

Overall design and approach to our curriculum

ARC Core is a standards aligned, knowledge building curriculum that organizes around four compelling topic-based modules each year centered on a final writing task, a set of two to three challenging core texts, and a related research library. Schools can customize some components. ARC cultivates a culture of reading and writing both in class and at home. Its explicit, systematic foundational skills toolkit is differentiated so that students move from where they start to become skilled, avid readers.

Evidence-based practices or research that guided the development of our curriculum

ARC Core’s instructional approach is informed by the extensive research base on the sciences of reading and learning. Anchored in the Simple View, supported by Scarborough’s Rope, and expanded by the Active View of Reading, ARC’s instructional materials provide explicit and systematic instruction in the foundational skills of phonological and phonemic awareness, phonics, and orthographic mapping while developing language and deepening knowledge. ARC is committed to conducting and learning from research with district partners.

Components included in our curriculum by grade level

The following codes are used to identify the priorities. If a component is not included in a particular grade-level, N/A will be displayed in that cell.

Grade Oral Language Phonemic Awareness Phonics Fluency Vocabulary Comprehension
K C C C C C C
1 C C C C C C
2 C C C C C C
3 C C T/I T/I C C
4 C C T/I T/I C C
5 C C T/I T/I C C
  • C = Core Universal Component
  • T = Targeted Support/Intervention for some students
  • I = Intensive Support/Intervention for few students
  • X = Not addressed

Unaddressed components in our curriculum for any given grade-level and supplements to meet the DDOE definition of K-3 HQIM

All components are addressed at each grade level in ARC Core.

How our curriculum is aligned to the science of reading

Each grade level contains an explanation of each component. If a component is not included in a particular grade-level, “N/A” will be displayed.

Component Description of Curriculum Alignment
Oral Language Informed by research across the reading sciences, including multilingual learning, teachers facilitate oral language growth through daily activities such as dialogic read alouds, discussions of content studies, and accountable talk.
Phonemic Awareness ARC Core develops phonological awareness (word awareness, syllables, rhymes, onset/rime, beginning, ending/middle of word) and phonemic awareness (recognizing, producing, isolating, segmenting, blending and manipulating phonemes) through song, rhyme, physical movement, articulatory gestures, and more. 

Explicit, systematic whole-group phonemic awareness instruction is reinforced with student-facing Word Study Notebooks.
Phonics ARC Core provides a systematic phonics progression in Kindergarten, including decoding and encoding.  Students practice sound-spelling knowledge, initial letter sounds, the alphabetic principle, and VC, CVC, VCe, blends, digraphs and HFWs.

Grade-level phonics skills, the focus of whole-group instruction, are reinforced during Reading Lab, Writing, and in Word Study Notebooks.
Fluency Fluency instruction centers on accurate automatic recognition of letters with focus on initial letter sounds in words, blends, digraphs, high-frequency words, and smoothness of oral language through academic discourse.
Vocabulary To develop an increasingly robust word schema, kindergarten students are immersed in vocabulary and content through above-level read alouds. Cohesive collections of connected texts related to unit topics provide growth in vocabulary and knowledge through gradual release.
Comprehension Students gain knowledge through multiple daily close readings organized around topical unit content, and focused on synthesizing text evidence, answering text-dependent questions, and writing short pieces. Students learn to comprehend both oral and written language.

Component Description of Curriculum Alignment
Oral Language Informed by research across the reading sciences, including multilingual learning, teachers facilitate oral language growth through daily activities such as dialogic read alouds, discussions of content studies, and accountable talk.  
Phonemic Awareness ARC Core develops phonological awareness (word awareness, syllables, rhymes, onset/rime, beginning, ending/middle of word) and phonemic awareness (recognizing, producing, isolating, segmenting, blending and manipulating phonemes) through games and activities and a blending and segmenting focus.

Explicit, systematic whole-group phonemic awareness instruction is reinforced with student-facing Word Study Notebooks.
Phonics ARC Core provides a systematic phonics progression in Grade 1.  Students decode words with one-syllable, CVC, CVCe, vowel teams, r-controlled vowels, two-syllables, compounds, syllable types, double consonant rule, & inflectional/derivational endings.  

Grade-level phonics skills, the focus of whole-group instruction, are reinforced during Reading Lab, Writing, & in Word Study Notebooks
Fluency Fluency instruction centers on automatic and accurate recognition of taught phonics patterns and smoothness of oral language through academic discourse and practice with grade-level and additional texts based on interest and skill.
Vocabulary Morphemic analysis of inflectional and derivational endings are key vocabulary strategies. Additionally, ARC Core builds knowledge in vocabulary and content10 with above-level read alouds. Cohesive collections of connected texts related to unit topics enable students to practice vocabulary and knowledge growth through gradual release.
Comprehension  Students gain knowledge through multiple daily close readings organized around topical unit content, and focused on synthesizing text evidence, answering text-dependent questions, and writing short pieces. Students learn to comprehend both oral and written language.

Component Description of Curriculum Alignment
Oral Language Informed by research across the reading sciences, including multilingual learning, oral language in ARC Core is realized through daily activities such as dialogic read alouds, discussions of content studies, and accountable talk, and open-ended questions.
Phonemic Awareness Aligned with phonemic and phonological awareness research, ARC Core develops phonological awareness (word awareness, syllables, rhymes, onset/rime, beginning, ending and middle of word) and phonemic awareness (recognizing, producing, isolating, segmenting, blending and manipulating phonemes) through games and activities and a continued focus on blending, segmenting, and manipulating.
Phonics ARC Core provides a systematic phonics progression in Grade 2.  Students decode words with regular three-syllables, vowel teams, & three-letter combinations. Students build confidence with multisyllabic words, flexible decoding, and vowel splits.   

Grade-level phonics skills, the focus of whole-group instruction, are reinforced during Phonics/Word Study.
Fluency Fluency instruction centers on prosody, rate, and smoothness of oral language through academic discourse and practice with grade-level and additional texts based on interest and skill. Students monitor and correct word errors as they read for comprehension.
Vocabulary Morphemic analysis of affixes is a key vocabulary strategy. Additionally, ARC Core builds knowledge in vocabulary and content10 on-level anchor and core texts related to unit topics. Cohesive collections of connected texts provide ongoing opportunities to practice vocabulary and build knowledge across this content-rich curriculum. 
Comprehension Students gain knowledge through multiple daily close readings organized around topical unit content, and focused on synthesizing text evidence, answering text-dependent questions, and writing short pieces. Students learn to comprehend both oral and written language.

Component Description of Curriculum Alignment
Oral Language Informed by research across the reading sciences, including multilingual learning, oral language in ARC Core is realized through daily activities such as dialogic read alouds, discussions of content studies, and accountable talk, and open-ended questions.
Phonemic Awareness The IRLA Toolkits provide intensive, targeted intervention in phonemic and phonological awareness. Aligned with research and designed for best outcomes, the toolkits follow ARC’s instructional progression to systematically develop the phonemic awareness skills critical to early reading and aligned with phonics instruction and word study through specific small-group strategy lessons.
Phonics The IRLA Toolkits provide intensive, targeted intervention in phonics, including spelling/sound patterns of English. Students have multiple opportunities to apply foundational skills as they read and spell words both in and out of context using highly engaging tasks and texts.
Fluency  Fluency instruction centers on automaticity, prosody, rate, and smoothness of oral language through academic discourse and practice with grade-level and additional texts based on interest and skill. Students monitor and correct word errors as they read for comprehension.
Vocabulary Morphemic analysis of affixes and roots are key vocabulary strategies. Additionally, ARC Core builds knowledge in vocabulary and content10 through on-level anchor and core texts related to unit topics. Cohesive collections of connected texts provide ongoing opportunities to practice vocabulary and build knowledge.
Comprehension Students gain knowledge through multiple daily close readings organized around topical unit content, and focused on synthesizing text evidence, answering text-dependent questions, and writing short pieces. Students learn to comprehend both oral and written language.

Component Description of Curriculum Alignment
Oral Language Informed by research across the reading sciences, including multilingual learning, oral language in ARC Core is realized through daily activities such as dialogic read alouds, discussions of content studies, and accountable talk, and open-ended questions.
Phonemic Awareness The IRLA Toolkits provide intensive, targeted intervention in phonemic and phonological awareness. Aligned with research12 and designed for best outcomes, the toolkits follow ARC’s instructional progression to systematically develop the phonemic awareness skills critical to early reading and aligned with phonics instruction and word study through specific small-group strategy lessons.  
Phonics The IRLA Toolkits provide intensive, targeted intervention in phonics, including spelling/sound patterns of English. Students have multiple opportunities to apply foundational skills as they read and spell words both in and out of context using highly engaging tasks and texts.
Fluency Fluency instruction centers on automaticity, prosody, rate, and smoothness of oral language through academic discourse and practice with grade-level and additional texts based on interest and skill. Students monitor and correct word errors as they read for comprehension. 
Vocabulary Morphemic analysis of affixes and roots are key vocabulary strategies. Additionally, ARC Core builds knowledge in vocabulary and content10 through on-level anchor and core texts related to unit topics. Cohesive collections of connected texts provide ongoing opportunities to practice vocabulary and build knowledge.
Comprehension Students gain knowledge through multiple daily close readings organized around topical unit content, and focused on synthesizing text evidence, answering text-dependent questions, and writing short pieces. Students learn to comprehend both oral and written language.

Component Description of Curriculum Alignment
Oral Language Informed by research across the reading sciences, including multilingual learning, oral language in ARC Core is realized through daily activities such as dialogic read alouds, discussions of content studies, and accountable talk, and open-ended questions. 
Phonemic Awareness The IRLA Toolkits provide intensive, targeted intervention in phonemic and phonological awareness. Aligned with research12 and designed for best outcomes, the toolkits follow ARC’s instructional progression to systematically develop the phonemic awareness skills critical to early reading and aligned with phonics instruction and word study through specific small-group strategy lessons.  
Phonics The IRLA Toolkits provide intensive, targeted intervention in phonics, including spelling/sound patterns of English. Students have multiple opportunities to apply foundational skills as they read and spell words both in and out of context using highly engaging tasks and texts.
Fluency Fluency instruction centers on automaticity, prosody, rate, and smoothness of oral language through academic discourse and practice with grade-level and additional texts based on interest and skill. Students monitor and correct word errors as they read for comprehension. 
Vocabulary Morphemic analysis emphasizes Greek and Latin roots. Students continue to expand their academic vocabulary through immersion of a widening variety of genres through on-level anchor and core texts. Cohesive collections of connected texts provide ongoing opportunities to build vocabulary and knowledge.
Comprehension Students gain knowledge through multiple daily close readings organized around topical unit content, and focused on synthesizing text evidence, answering text-dependent questions, and writing short pieces. Students learn to comprehend both oral and written language.

How our curriculum aligns with the common core state standards and shifts

ARC Core teaches and assesses student mastery of the CCSS in ELA while building rich content knowledge. Built on the three instructional shifts, ARC Core prioritizes students gaining full comprehension of text, examining textual evidence, and building content knowledge. Students engage with complex, multi-perspective texts and each other in ARC’s inquiry-based units. They work to understand and analyze grade-level ELA, science and/or social studies concepts, producing a series of written products that highlights their growing knowledge base. Grade-specific scaffolds (e.g., rubrics and graphic organizers) are designed with consideration of both grade-specific and anchor standard(s), ensuring curricular coherence between grades. The focus standards for each unit are carefully unpacked and broken into different components that build sequentially to proficiency. Expectations are articulated to teachers and students in daily lessons, student-friendly rubrics, and writing tasks aligned to anchor standards.

How our curriculum support students’ achievement of grade-level content

ARC Core provides daily exposure to rigorous grade-level, knowledge-building content and targeted instruction. The instructor teaches a concept through shared reading of grade-level text(s) (or above-level read-alouds in K–1) before students apply the concept to the shared text in pairs with teacher support. Students then practice with additional texts until mastery. Writing instruction also follows the gradual release model: the teacher models a skill, students practice with teacher support, and then students apply the skill to writing using standards-aligned rubrics and writing skills cards. Instruction focuses on an authentic application of grammar as students work to revise and edit unit-specific final projects. The IRLA delivers actionable data that tell the teacher where a student is, why, and the sequence of skills/behaviors needed to accelerate reading growth. IRLA conferences facilitate simultaneous coaching and assessment in which teachers assess reading while gradually adding skills and removing scaffolds.

Embedded supports included in the curriculum for students with diverse learning needs

ARC Core is designed to identify and address the diverse needs of each student—including those identified as MLL, striving readers, and advanced readers—with embedded supports. Its knowledge-building content, high-quality grade-level texts, and extensive libraries lay the foundation for all students to access content. Through regular formative assessment conferencing using the IRLA, supported with the Guide to IRLA Coaching with Multilingual Learners, teachers diagnose individual instructional needs and use the Toolkits to provide differentiated small-group or 1:1 instruction. ARC Core’s Instructional Frameworks embed instructional delivery options, suggestions for addressing student difficulties, reteaching strategies, text suggestions for supports or extensions, formative assessment opportunities, and more. UDL principles are reflected in a variety of ways: multiple means of representation in student materials; student response opportunities in a variety of formats, including verbal, written, kinesthetic, and pictorial; and multiple engagement methods, including choice and cultural relevance.

Curriculum Topics

Alignment of Curriculum to Curricular Aims as Outlined in Delaware Law

The study of Black History serves to educate students about how Black persons were treated throughout history.  Please describe how and to what degree your curriculum attends to the following curricular aims as outlined in Delaware law:

  • Examines the ramifications of prejudice, racism, and intolerance
  • Prepares students to be responsible citizens in a pluralistic democracy
  • Reaffirms the commitment of free peoples to the Thirteenth Amendment to the United States Constitution.

ARC Core® is a knowledge-building curriculum aligned to the CCSS that is organized into four units a year, encompassing both an ELA reading and writing focus and a science and social studies content focus. Students actively engage in research projects supported through high-quality grade-level texts and extensive classroom libraries. These libraries are curated to provide multiple perspectives, historically accurate information, and affirmative representation of people from all cultures. Daily reading of quality trade literature, dialogue with peers, independent research, and writing ensures exposure to Black history, as encoded in Delaware law.  Resources to support teaching this content can be found throughout ARC Core frameworks; the chart below highlights selected examples from across ARC’s customizable unit map and extensive text options.

Minimum Requirements Included in Grade K-3 Curriculum

C=Core, S=Supplemental, I=Independent

Component Description of Curriculum Alignment
The contributions of Black people to American life, history, literature, economy, politics, and culture. In the So You Want to be a Scientist? Unit (C), students learn about the contributions of Black scientists to various fields. 
Black figures in national history and in Delaware history. In the So You Want to be a Scientist? Unit (C), students read stories about influential Black scientists and inventors.

Component Description of Curriculum Alignment
The contributions of Black people to American life, history, literature, economy, politics, and culture. In the Mapping My World Unit (C), students learn about and analyze the work of Black authors and illustrators.
Black figures in national history and in Delaware history. In the Mapping My World Unit (C), students read and discuss biographies of influential Black figures in history.

Component Description of Curriculum Alignment
The history and culture of Black people prior to the African and Black Diaspora, including contributions to science, art, and literature. In the Animal Stories Genre Unit(C,S,I), students encounter traditional and trickster tales from a variety of African and Black cultures across time periods.
How the tragedy of enslavement was perpetuated through segregation and federal, state, and local laws. In the Words Change the World Unit (C,S,I), students learn about child heroes in the effort to integrate schools.
The socio-economic struggle Black people endured, and continue to endure, in working to achieve fair treatment in the United States; as well as the agency they employ in this work for equal treatment. In the Jobs & My Community Unit (C,S,I), students learn about the historical progress and current efforts of  local leaders working to ensure fair treatment of all community members
Black figures in national history and in Delaware history. In the Words Change the World Unit (C,S,I), students learn about important Black figures and their contributions to history.

Component Description of Curriculum Alignment
The history and culture of Black people prior to the African and Black Diaspora, including contributions to science, art, and literature. In the Traditional Tales Genre Unit (C,S,I), students explore stories from a variety of African and Black cultures across time periods.
The contributions of Black people to American life, history, literature, economy, politics, and culture. In the Traditional Tales Genre Unit (C,S,I), students read and discuss traditional tales written and retold by Black authors and illustrators.
Black figures in national history and in Delaware history. In the Traditional Tales Genre Unit (C,S,I), students encounter characters in traditional tales and retellings inspired and/or written by influential Black figures.

Component Description of Curriculum Alignment
The significance of enslavement in the development of the American economy. In the American Historical Fiction Unit (C,S,I), students read a variety of historical fiction texts that address the historical impact and economic significance of enslavement.
The relationship between white supremacy, racism, and American slavery. In the American Historical Fiction Unit (C,S,I), students analyze how the challenges characters face, the lessons they learn, and the themes the authors develop reflect the major issues of American’s history, such as the relationship between white supremacy, racism, and enslavement.
The central role racism played in the Civil War. In the American Historical Fiction unit (C,S,I), students read and analyze texts set in the time period prior to and during the Civil War to better understand the causes of the Civil War.
How the tragedy of enslavement was perpetuated through segregation and federal, state, and local laws. In the US States Unit (C,S,I), students study major events in US History such as segregation and the impact of federal, state, and local laws.
The contributions of Black people to American life, history, literature, economy, politics, and culture. In every unit, students read and research topics in which the contributions of Black people to literature, science, history, and the arts are represented as part of the fabric of American life.
The socio-economic struggle Black people endured, and continue to endure, in working to achieve fair treatment in the United States; as well as the agency they employ in this work for equal treatment. In the Sports & Society Unit (C,S,I), students study the way that the conditions in sports reflect the conditions in American society and the roles athletes have and continue to play in advocating for fairness within sports and across society
Black figures in national history and in Delaware history. In the US States Unit (C,S,I), students research the contributions of Black Americans who contribute(d) to Delaware state and American history.

Component Description of Curriculum Alignment
The significance of enslavement in the development of the American economy. In the Civil War Era unit (C,S,I), students read a variety of texts that address the impact and economic significance of enslavement leading up to the Civil War and through Reconstruction.
The relationship between white supremacy, racism, and American slavery. In the Civil War Era Unit (C,S,I), students examine primary documents to analyze the various perspectives of different people during this time period.
The central role racism played in the Civil War. In the Civil War Era Unit (C,S,I), students examine primary source quotes from Confederate and Union leaders to understand the causes of the Civil War.
How the tragedy of enslavement was perpetuated through segregation and federal, state, and local laws. In the Civil Rights Unit (C,S,I), students study segregation and the impact of federal, state, and local laws.
The contributions of Black people to American life, history, literature, economy, politics, and culture. In every unit, students read and research topics in which the contributions of Black people to literature, science, history, and the arts are represented as part of the fabric of American life.
The socio-economic struggle Black people endured, and continue to endure, in working to achieve fair treatment in the United States; as well as the agency they employ in this work for equal treatment. In the Civil Rights Unit (C,S,I), students research the social and economic legacy of Reconstruction and the role that individuals and groups have and continue to play in advocating for reform.
Black figures in national history and in Delaware history. Students can choose to research the contributions of Black Americans throughout history across multiple units, ranging from abolitionist to scientists and beyond.

Professional Learning

What competency-based professional learning our organization offers on our curriculum

Each grade level contains an explanation of each component. If a component is not included in a particular grade-level, “N/A” will be displayed.

Component Description of Curriculum Alignment
Oral Language ARC’s Science of Reading Course, Session #4: Knowledge Building and Vocabulary addresses oral language.

HQPL deepens teachers’ ability to use ARC Core® to facilitate student oral language growth through daily activities such as dialogic read alouds, content studies discussions of content studies, and accountable talk.
Phonemic Awareness ARC’s Science of Reading Course, Session #2: Foundational Skills, Part 1 addresses phonemic awareness.  HQPL deepens teachers’ ability to use ARC Core to develop phonological and phonemic awareness skills through song, rhyme, physical movement, articulatory gestures, and more across grades K–2.
Phonics ARC’s Science of Reading Course, Session #3: Foundational Skills, Part 2 addresses phonics. HQPL deepens teachers’ abilities to use ARC Core to introduce Power Words (including VC, CVC, VCe, blends, digraphs and high frequency words) that students practice to mastery.
Fluency ARC’s Science of Reading Course, Session #3: Foundational Skills, Part 2 addresses fluency. HQPL deepens teachers’ ability to use ARC Core to facilitate academic discourse in order to practice accurate automatic recognition of letters, focusing on initial letter sounds in words, blends, digraphs, high-frequency words, and smoothness of oral language.
Vocabulary ARC’s Science of Reading Course, Session  #4: Knowledge Building and Vocabulary addresses vocabulary. HQPL deepens teachers’ ability to use ARC Core to immerse students in vocabulary and content with above-level read alouds and connected text collections.
Comprehension ARC’s Science of Reading Course, Session #3: Foundational Skills Part 2; #4: Knowledge Building and Vocabulary; and #5: Reading Comprehension and Text-based Writing address comprehension. HQPL deepens teachers’ ability to use ARC Core to engage students in  close readings focused on synthesizing text evidence, answering text-dependent questions, and writing pieces.

Component Description of Curriculum Alignment
Oral Language ARC’s Science of Reading Course, Session #4: Knowledge Building and Vocabulary addresses oral language.

HQPL deepens teachers’ ability to use ARC Core to facilitate student oral language growth through daily activities such as dialogic read alouds, content studies discussions of content studies, and accountable talk.
Phonemic Awareness ARC’s Science of Reading Course, Session #2: Foundational Skills, Part 1 addresses phonemic awareness.  HQPL deepens teachers’ ability to use ARC Core to develop phonological and phonemic awareness skills through games and activities and a stronger focus on blending and segmenting.
Phonics ARC’s Science of Reading Course, Session #3: Foundational Skills, Part 2 addresses phonics. HQPL deepens teachers’ abilities to use ARC Core to teach decoding one-syllable and CVC & CVCe words, vowel teams, and r-controlled vowels. Teachers learn to introduce two-syllable and compound words, syllable types, double consonant rule, & inflectional/derivational endings.
Fluency ARC’s Science of Reading Course, Session #3: Foundational Skills, Part 2 addresses fluency. HQPL deepens teachers’ ability to use ARC Core to facilitate academic discourse and practice smoothness of oral language. Teachers learn to use grade-level and additional texts based on interest and skills to practice automatic and accurate recognition of taught phonics patterns.
Vocabulary ARC’s Science of Reading Course, Session  #4: Knowledge Building and Vocabulary addresses vocabulary. HQPL deepens teachers’ ability to use ARC Core to immerse students in vocabulary and content with above-level read alouds and connected text collections. Key vocabulary strategies include morphemic analysis of inflectional and derivational endings.
Comprehension ARC’s Science of Reading Course, Session #3: Foundational Skills Part 2; #4: Knowledge Building and Vocabulary; and #5: Reading Comprehension and Text-based Writing address comprehension. HQPL deepens teachers’ ability to use ARC Core to engage students in  close readings focused on synthesizing text evidence, answering text-dependent questions, and writing pieces.

Component Description of Curriculum Alignment
Oral Language ARC’s Science of Reading Course, Session #4: Knowledge Building and Vocabulary addresses oral language.

HQPL deepens teachers’ ability to use ARC Core to  facilitate student oral language growth through daily activities such as dialogic read alouds, content studies discussions of content studies, accountable talk, and open-ended questions.
Phonemic Awareness ARC’s Science of Reading Course, Session #2: Foundational Skills, Part 1 addresses phonemic awareness.  HQPL deepens teachers’ ability to use ARC Core to develop phonological and phonemic awareness skills through games and activities and a continued focus on segmentation, blending, and manipulation.
Phonics ARC’s Science of Reading Course, Session #3: Foundational Skills, Part 2 addresses phonics. HQPL deepens teachers’ abilities to use ARC Core to teach decoding  regular three-syllable words, vowel teams, and three-letter combinations. Teachers learn how to teach multisyllabic words, flexible decoding, and vowel splits.
Fluency ARC’s Science of Reading Course, Session #3: Foundational Skills, Part 2 addresses fluency. HQPL deepens teachers’ ability to use ARC Core to facilitate academic discourse and practice smoothness of oral language. Teachers learn to use grade-level and additional texts based on interest and skills to focus on prosody and rate.
Vocabulary ARC’s Science of Reading Course, Session  #4: Knowledge Building and Vocabulary addresses vocabulary. HQPL deepens teachers’ ability to use ARC Core to immerse students in vocabulary and content on-level anchor and core texts related to unit topics and connected text collections. Key vocabulary strategies include morphemic analysis of affixes.
Comprehension ARC’s Science of Reading Course, Session #3: Foundational Skills Part 2; #4: Knowledge Building and Vocabulary; and #5: Reading Comprehension and Text-based Writing address comprehension. HQPL deepens teachers’ ability to use ARC Core to engage students in  close readings focused on synthesizing text evidence, answering text-dependent questions, and writing pieces.

Component Description of Curriculum Alignment
Oral Language ARC’s Science of Reading Course, Session #4: Knowledge Building and Vocabulary addresses oral language.

HQPL deepens teachers’ ability to use ARC Core to facilitate student oral language growth through daily activities such as dialogic read alouds, content studies discussions of content studies, accountable talk, and open-ended questions.
Phonemic Awareness ARC’s Science of Reading Course, Session #2: Foundational Skills, Part 1 addresses phonemic awareness.  HQPL deepens teachers’ ability to use the IRLA® Toolkits  to provide intensive, targeted intervention in phonological and phonemic awareness and aligned with phonics instruction and word study to get the best outcomes.
Phonics ARC’s Science of Reading Course, Session #3: Foundational Skills, Part 2 addresses phonics. HQPL deepens teachers’ abilities to use ARC Core to use the IRLA Toolkits  to provide intensive, targeted intervention in phonics.
Fluency ARC’s Science of Reading Course, Session #3: Foundational Skills, Part 2 addresses fluency. HQPL deepens teachers’ ability to use ARC Core to facilitate academic discourse and practice smoothness of oral language. Teachers learn to use grade-level and additional texts based on interest and skills to focus on automaticity, prosody, and rate.
Vocabulary ARC’s Science of Reading Course, Session  #4: Knowledge Building and Vocabulary addresses vocabulary. HQPL deepens teachers’ ability to use ARC Core to immerse students in vocabulary and content with on-level anchor and core texts and connected text collections. Key vocabulary strategies include morphemic analysis of affixes and roots.
Comprehension ARC’s Science of Reading Course, Session #3: Foundational Skills Part 2; #4: Knowledge Building and Vocabulary; and #5: Reading Comprehension and Text-based Writing address comprehension. HQPL deepens teachers’ ability to use ARC Core to engage students in  close readings focused on synthesizing text evidence, answering text-dependent questions, and writing pieces.

Component Description of Curriculum Alignment
Oral Language ARC’s Science of Reading Course, Session #4: Knowledge Building and Vocabulary addresses oral language.

HQPL deepens teachers’ ability to use ARC Core to facilitate student oral language growth through daily activities such as dialogic read alouds, content studies discussions of content studies, accountable talk, and open-ended questions.
Phonemic Awareness ARC’s Science of Reading Course, Session #2: Foundational Skills, Part 1 addresses phonemic awareness.  HQPL deepens teachers’ ability to use the IRLA Toolkits  to provide intensive, targeted intervention in phonological and phonemic awareness and aligned with phonics instruction and word study to get the best outcomes.
Phonics ARC’s Science of Reading Course, Session #3: Foundational Skills, Part 2 addresses phonics. HQPL deepens teachers’ abilities to use ARC Core to use the IRLA Toolkit to provide intensive, targeted intervention in phonics.
Fluency ARC’s Science of Reading Course, Session #3: Foundational Skills, Part 2 addresses fluency. HQPL deepens teachers’ ability to use ARC Core to facilitate academic discourse and practice smoothness of oral language. Teachers learn to use grade-level and additional texts based on interest and skills to focus on automaticity, prosody, and rate.
Vocabulary ARC’s Science of Reading Course, Session  #4: Knowledge Building and Vocabulary addresses vocabulary. HQPL deepens teachers’ ability to use ARC Core to immerse students in vocabulary and content with on-level anchor and core texts and connected text collections. Key vocabulary strategies include morphemic analysis of affixes and roots.
Comprehension ARC’s Science of Reading Course, Session #3: Foundational Skills Part 2; #4: Knowledge Building and Vocabulary; and #5: Reading Comprehension and Text-based Writing address comprehension. HQPL deepens teachers’ ability to use ARC Core to engage students in  close readings focused on synthesizing text evidence, answering text-dependent questions, and writing pieces.

Component Description of Curriculum Alignment
Oral Language ARC’s Science of Reading Course, Session #4: Knowledge Building and Vocabulary addresses oral language.

HQPL deepens teachers’ ability to use ARC Core to facilitate student oral language growth through daily activities such as dialogic read alouds, content studies discussions of content studies, accountable talk, and open-ended questions.
Phonemic Awareness ARC’s Science of Reading Course, Session #2: Foundational Skills, Part 1 addresses phonemic awareness.  HQPL deepens teachers’ ability to use the IRLA Toolkits  to provide intensive, targeted intervention in phonological and phonemic awareness and aligned with phonics instruction and word study to get the best outcomes.
Phonics ARC’s Science of Reading Course, Session #3: Foundational Skills, Part 2 addresses phonics. HQPL deepens teachers’ abilities to use ARC Core to use the IRLA Toolkits to provide intensive, targeted intervention in phonics.
Fluency ARC’s Science of Reading Course, Session #3: Foundational Skills, Part 2 addresses fluency. HQPL deepens teachers’ ability to use ARC Core to facilitate academic discourse and practice smoothness of oral language. Teachers learn to use grade-level and additional texts based on interest and skills to focus on automaticity, prosody, and rate.
Vocabulary ARC’s Science of Reading Course, Session  #4: Knowledge Building and Vocabulary addresses vocabulary. HQPL deepens teachers’ ability to use ARC Core to immerse students in vocabulary and content with on-level anchor and core texts and connected text collections. Key vocabulary strategies include morphemic analysis of Greek/Latin Roots.
Comprehension ARC’s Science of Reading Course, Session #3: Foundational Skills Part 2; #4: Knowledge Building and Vocabulary; and #5: Reading Comprehension and Text-based Writing address comprehension. HQPL deepens teachers’ ability to use ARC Core to engage students in  close readings focused on synthesizing text evidence, answering text-dependent questions, and writing pieces.

How our professional learning is aligned to Delaware’s definition of high-quality professional learning

ARC anchors its high-quality instructional materials in meaningful, connected professional learning. In ARC Core implementations, HQPL is embedded in the specific and relevant tools educators use to analyze data, plan/adjust instruction, and address systemic barriers to equity and excellence. As part of an ongoing approach to improvement, the ARC team engages educators in side-by-side coaching to establish conditions for success, guide implementation, grow expertise, and change outcomes for all students.

How our professional learning is grounded in Learning Forward’s Standards for Professional Learning

ARC’s approach to HQPL is grounded in Learning Forward’s standards for Professional Learning and is steeped in equitable foundations and practices. ARC’s PL leans into known conditions for success to engage in a transformational process of continuous improvement by focusing on implementation. Leadership teams collaborate to cultivate a culture of inquiry and leverage resources, professional expertise, curriculum, assessment, and instruction to provide evidence-based learning designs that will drive a purposeful and effective implementation.

SB4 requires that the competency-based professional learning provided to educators on reading instruction be provided during the school day. How our professional learning can be facilitated through a coaching model

ARC Executive Coaches engage teachers in side-by-side HQPL in classrooms during the school day. Visits may focus on analyzing assessment data, building a reading culture, honing effective direct instruction and assessment conference protocols, or executing small-group instruction. ARC’s adaptable HQPL may include PLC planning meetings, research lessons and modeling, and accountability systems/feedback loops. ARC’s Lab School Model prepares district instructional coaches and literacy specialists to gradually increase their support as the implementation progresses.

American Reading Company’s six session course was created by coaches who have successfully completed nationally recognized science of reading training and was developed with the most commonly used professional learning standards in mind. The course is designed to support teachers with foundational knowledge and practice of these standards as they continue their SoR journey. A certificate will be awarded upon completion.

Overall  job-embedded coaching can be purchased separately or through the Literacy Operating System, ARC’s comprehensive five-year plan.  The total number of professional development days, time of year, language of instruction (English and/or Spanish), and recommended service types of professional development can all be customized to best serve the district and/or school.

How we demonstrate that educators have not only completed the required professional learning called for in the legislation, but that teacher practice has positively changed in order to improve student literacy

The ARC leadership team and school/district leadership team use qualitative and quantitative data to demonstrate that educators completed the required sessions and have changed to improve student literacy. Evidence of impact can be measured at these four levels:

  • participant reactions/self-perceptions of skill (via a feedback form)
  • participant learning (via classroom observation and procedural feedback)
  • change in teacher practice (via leadership learning walks)
  • impact on student learning (via SchoolPace Connect and standardized assessment data)

How our Professional Learning attend to the differences in the Science of Reading for students who are Multilingual Learners, specifically students with varied levels of English Proficiency and students being educated in dual language programs

ARC’s Science of Reading Course—aligned to research by Gough and Tunmer, Scarborough, Ehri, and other experts—explicitly addresses the language needs of MLs. ARC’s instructional materials, HQPL, and digital data-tracking system support achieving the goal of bilingualism, biliteracy, and cross-linguistic competency for every student. The Guide to IRLA Coaching with Multilingual Learners is a companion to the IRLA designed to provide teachers with specific guidance for formative assessment and skill-based goal setting with MLs.

Follow-up questions

Does the overall job embedded coaching come with the purchase of the curricula or is this a separate purchase?

The job-embedded coaching can be purchased separately or through the Literacy Operating System, ARC’s comprehensive five-year plan.  The total number of professional development days, time of year, language of instruction (English and/or Spanish), and recommended service types of professional development can all be customized to best serve the district and/or school.

Is School Pace Connect at an additional cost?

SchoolPace Connect can be purchased separately or through the Literacy Operating System, ARC’s comprehensive five-year plan.

Assessments

Our curriculum assesses students’ mastery of grade-level content

The Independent Reading Level Assessment® (IRLA®) is a formative assessment framework built on a systematic progression of skills, aligned to CCSS’ grade-level expectations. The IRLA delivers specific and actionable data that can be used for screening, placement, and diagnostics and serves as an indicator of how students will perform on end-of-year standardized tests. In ARC Core®, embedded assessments, including student-friendly rubrics, pre-/mid-/post-assessments, and culminating performance tasks, align with the rigorous demands of grade-level standards.

The components of our balanced assessment system (universal screeners, diagnostics, and progress monitoring) including frequency of administration during the school year

The IRLA is a formative assessment used for screening, placement, and diagnostics. It provides progress monitoring data in conjunction with SchoolPace Connect®, ARC’s performance management system. An initial IRLA administration screens for risk of academic difficulty and yields placement data. Across the school year, teachers regularly (minimum: every 14 days) conduct individual formative assessment conferences that inform instruction. Curriculum-embedded assessments provide fine-grained insights that facilitate small, more frequent instructional adjustments to meet student needs. SchoolPace Connect can be purchased separately or through the Literacy Operating System, ARC’s comprehensive five-year plan.

House Bill 304 with HA1 identifies “Universal reading screener” as a tool used as part of a multi-tiered system of support to determine if a student is at risk for developing reading difficulties and the need for intervention and to evaluate the effectiveness of core curriculum as an outcome measure

Our curriculum leverages universal reading screening to measure the following:

  1. phonemic awareness,
  2.  phonological awareness,
  3. symbol recognition,
  4. alphabet knowledge,
  5. decoding and encoding skills,
  6. fluency,
  7. and comprehension.

IRLA informs core instruction and precise intervention for students identified as at-risk. Teachers assess for discrete reading skills (phonemic awareness, phonological awareness, symbol recognition, alphabet knowledge, decoding/encoding, fluency and comprehension) along the systematic progression of skills and engage students in deliberate practice with targeted questions and tasks. ARCs HQPL equips school/district teams to establish and refine tiered systems of support to equitably respond to students’ needs and make data-informed instructional decisions.

Our curriculum will identify students who have a potential reading deficiency, including identifying students with characteristics of dyslexia:

The IRLA measures students’ rate of progress and level of performance, which can be used to identify students who have a potential reading deficiency. The IRLA’s Developmental Reading Taxonomy® , though not qualified as a Dyslexia screener, may be used to determine evidence of risk before a diagnosis of dyslexia and as a measure of progress against grade-level standards once students have been identified as dyslexic.

Timely data collection and reporting of universal screening is a required curriculum component from House Bill 304 with HA1

Our curriculum supports a data collection and reporting methodology that:

  1. Identifies the number and percentage of students
  2. Disaggregates scores by grade
  3. Disaggregates scores by individual school

SchoolPace Connect, ARC’s performance management system, reports IRLA data and associated metrics at the student, classroom, grade, school, and district level. Metrics such as the  number and percentage of students who are proficient (on or above grade level), at-risk (below grade level), and emergency (significantly below grade level) are included.

Professional learning provided to educators on how to use the assessments included in our curriculum

ARC’s suite of professional learning offerings—Leadership Learning Series (LLS), introductory workshops, and job-embedded professional learning —support schools/district to implement professional learning strategic plans that foster the effective implementation of the IRLA and embedded ARC Core assessments. Certified ARC Executive Coaches work side-by-side with teachers and leaders to establish the conditions for success, guide implementation, address systemic barriers to excellence, grow expertise, and improve student outcomes.

Additional professional learning and assessment information

Question Response
Professional learning aligned to the science of reading? Yes
Job-embedded professional learning? Yes
Universal screeners? Yes-The Independent Reading Level Assessment® (IRLA®) 
Universal screeners identify students with reading deficiency, including identifying students with characteristics of dyslexia? Yes