Curriculum

Elementary

English/Language Arts

Reading Comprehension: The core resource for comprehension instruction is the Making Meaning program.

The Making Meaning units of study in kindergarten include:

The Reading life
Making Connections
Retelling
Visualizing
Wondering: Fictional and Narrative Non-fiction
Making Connections: Expository Nonfiction
Wondering: Expository Non-fiction
Exploring Text Features: Expository Nonfiction
Revisiting the Reading life

Vocabulary: The Making Meaning Vocabulary supplement teaches high-utility words found in the Making Meaning read-aloud texts along with strategies students can use to unlock word meanings when they are reading independently.

Writing: Written language instruction is based on Being a Writer.

Units of study in kindergarten include:

The Writing Community
Getting Ideas
Telling More
Just the Facts
Exploring Words Through Poetry
Revisiting the Writing Community

Guided Reading and Small Group Instruction: The purpose of guided reading is for students to have time to read and apply strategies and skills that were demonstrated by the teacher during read aloud and shared reading instruction.  

Foundational Skills: Wilson Fundations includes an integrated handwriting component that allows teachers to use a multi-sensory approach to teach how a letter looks, sounds and is formed.

Math

Reveal Math is a K-8 comprehensive mathematics program published by McGraw-Hill that develops the problem solvers of tomorrow by incorporating both inquiry-focused and teacher-guided instructional strategies within each lesson. For more information about Reveal Math, visit the Reveal Math website.

For more information about the Kindergarten math curriculum, please view the Math Curriculum page.

Science

Social Studies

1st Grade

English/Language Arts

Reading Comprehension: The core resource for comprehension instruction is the Making Meaning program.

The Making Meaning units of study in First Grade include:

The Reading Life: Fiction and Narrative Nonfiction
Retelling and Story Elements (fiction)
Making Connections (fiction) and Understanding Character
Visualizing with Multiple Genres (poetry and fiction)
Wondering: Fictional and Narrative Non-fiction
Growing and Changing our Thinking Through Expository Nonfiction
Wondering, Making Connections and Activating Schema
Exploring Text Features: Expository Nonfiction
Informational Book Club
Revisiting the Reading life

 Vocabulary: The Making Meaning Vocabulary supplement teaches high-utility words found in the Making Meaning read-aloud texts along with strategies students can use to unlock word meanings when they are reading independently.

 Writing: Written language instruction is based on Being a Writer.  

Units of study in First Grade include:

The Writing Community
Getting Ideas
Telling More
Writing Stories About Me
Writing Nonfiction
Exploring Words Through Poetry
Revisiting the Writing Community

Foundational Skills: Wilson Fundations includes an integrated handwriting component that allows teachers to use a multi-sensory approach to teach how a letter looks, sounds and is formed.

Math

For more information about the 1st grade math curriculum, please view the Math Curriculum page.

Science

Social Studies

Students will get an introductory look into many facets that help to shape a community such as individual and group responsibility and contribution, geography, and economics. Students who have a firm grasp of the role of individuals in community and how communities function can make informed decisions regarding their own behavior and how their actions impact the community.

Major Units of Study:

Community Building and Civics
Geography and Culture
US Historical Figures and Landmarks

Texts/Resources: Social Studies Alive! My School and Family

2nd Grade

English/Language Arts

Reading Comprehension: The core resource for comprehension instruction is the Making Meaning program.

The Making Meaning units of study in Second Grade include:

The Reading Life: Fiction and Narrative Nonfiction
Making Connections: Fiction, Visualizing and Story Elements
Making Inferences and Following Characters Through Text
Self Questioning as a Means to Interact with the Author
Text Features: Exploring the Structures of Nonfiction Texts
Determining Importance
Book Clubs
Revisiting the Reading life

Vocabulary: The Making Meaning Vocabulary supplement teaches high-utility words found in the Making Meaning read-aloud texts along with strategies students can use to unlock word meanings when they are reading independently.

Writing: Written language instruction is based on Being a Writer.

Units of study in Second Grade include:

The Writing Community
Telling More
Fiction
Nonfiction
Letter Writing
Poems and Words
Revisiting the Writing Community

Guided Reading and Small Group Instruction: The purpose of guided reading is for students to have time to read and apply strategies and skills that were demonstrated by the teacher during read aloud and shared reading instruction.

Handwriting: Cursive writing is introduced in second grade using the Zaner Bloser Handwriting program.

Math

For more information about the 2nd grade math curriculum, please view the Math Curriculum page.

Science

Social Studies

3rd Grade

English/Language Arts

Reading Comprehension: The core resource for comprehension instruction is the Making Meaning program.

The Making Meaning units of study in Third Grade include:

The Reading Life: Fiction and Narrative Nonfiction
Visualizing Narrative Fiction and Nonfiction
Making Inferences in Fiction
Questioning and Navigating Narrative Text for Deeper Understanding
Expository: How to use questioning and text features to deepen understanding of expository text
Determining Importance
Book Clubs
Revisiting the Reading life

Vocabulary: The Making Meaning Vocabulary supplement teaches high-utility words found in the Making Meaning read-aloud texts along with strategies students can use to unlock word meanings when they are reading independently.

Writing: Written language instruction is based on Being a Writer.

Units of study in Third Grade include:

The Writing Community
The Writing Process
Personal Narrative
Fiction
Functional Writing
Writing for a Test
Revisiting the Writing Community

Handwriting: Cursive writing is reinforced in grade 3 using the Zaner Bloser Handwriting program.

Math

For more information about the 3rd grade math curriculum, please view the Math Curriculum page.

Science

Social Studies

4th Grade

English/Language Arts

Reading Comprehension: The core resource for comprehension instruction is the Making Meaning program.

The Making Meaning units of study in Fourth Grade include:

The Reading Life: Fiction and Narrative Nonfiction
Recognizing Text Features, Expository Nonfiction
Determining Important Ideas and Summarizing
Tall Tale Book Clubs
Questioning and Navigating Nonfiction for Deeper Understanding
Analyzing Text Structure in Fiction and Nonfiction
Making Inferences and Visualizing with Poetry and Nonficiton
Making inferences and Examining Relationships in Fiction and Narrative Nonfiction
Social Issues Book Clubs
Analyzing Text Structure and Synthesizing Expository Nonfiction
Revisiting the Reading Life Through Book Clubs

Vocabulary: The Making Meaning Vocabulary supplement teaches high-utility words found in the Making Meaning read-aloud texts along with strategies students can use to unlock word meanings when they are reading independently.

Writing: Written language instruction is based on Being a Writer.

Units of study in Fourth Grade include:

The Writing Community
The Writing Process
Personal Narrative
Fiction
Expository Nonfiction
Poetry
Persuasive Nonfiction
Writing for a Test
Revisiting the Writing Community

Foundational Skills: Students in 4th and 5th grade use Dr. Richard Gentry’s Spelling Connection program.

Handwriting: Issues with legibility are addressed on an as needed basis using differentiated instruction whole class, small group or one-on-one. Resources from the Zaner Bloser Handwriting program are available for this purpose.

Math

For more information about the 4th grade math curriculum, please view the Math Curriculum page.

Science

Social Studies

Students gain a firm grasp of the world around them; the understanding of how social scientist study our world; the patterns of human development in the United States, the interactions of people and places that helped shaped the United States and specifically Pennsylvania; the understanding of the importance of the regions of the United States with a focus on the Northeast Region; the understanding of how the branches of the government work and that good citizens make informed decision to improve their community, state, country and world.

Major Units of Study:

Social Scientist
Peopling of the United States
Geography
Regions of the United States
Pennsylvania

Texts/Resources: Social Studies Alive! Regions of our Country; Pennsylvania: Our Home

5th Grade

English/Language Arts

Reading Comprehension: The core resource for comprehension instruction is the Making Meaning program.

The Making Meaning units of study in Fifth Grade include:

The Reading Life: Fiction and Narrative Informational Text
Analyzing Text Features, Structure, and Character Analysis in Fiction
Analyzing Text Features, Structure, and Questioning in Expository Informational
Determining Important Ideas and Summarizing and Synthesizing in Fiction
Determining Important Ideas and Summarizing and Synthesizing in Informational Text
Making Inferences and Visualizing with Poetry and Drama
Making Inferences: Expository Nonfiction
Analyzing Text Structure and Synthesizing Expository Nonfiction
Close Analysis of Short Texts
Genre Book Clubs

Writing: Written language instruction is based on Being a Writer.

Units of study in Fifth Grade include:
The Writing Community
The Writing Process
Personal Narrative
Fiction
Expository Nonfiction
Persuasive Nonfiction
Poetry
Functional Writing
Writing for a Test
Revisiting the Writing Community

Foundational Skills: Students in grades 4 and 5 use Dr. Richard Gentry’s Spelling Connection program.

Math

For more information about the 5th grade math curriculum, please view the Math Curriculum page.

Science

Social Studies

Specials

Art

Art classes introduce the vocabulary that is intrinsic to producing and talking about art. The elements of art are embedded in lessons that demonstrate how to use a variety of media, techniques, processes, tools and materials to create art. Major understandings include: artists make thoughtful choices when creating works of art and often repeat a task many times to learn a new skill; visual art is created for a variety of purposes; art can communicate ideas, express emotions and relate experiences; visual art is displayed; and art elicits a response from the viewer.

1st Grade Units of Study:

Line is used to create art
Lines make shapes/shapes make objects
Paper and fiber weaving on loom
Clay pinch pot
Mixing primary colors to create secondary colors

2nd Grade Units of Study:

John James Audubon
Clay Slab Work; expanded pinch pot experience
Yarn weaving on cardboard loom
Introduction of warm and cool color families

3rd Grade Units of Study:

Introduction to architecture
Clay Slab work
Introduction to weaving around the loom to create a pillow or purse by fifth grade
Introduction to additional color families

4th Grade Units of Study:

Keith Haring
Clay Coiled Pot
Introduction to making shapes in weaving
Expansion of painting techniques

5th Grade Units of Study:

One-Point Perspective
Ceramic project incorporating all techniques used over the past 4 years.
Introduction of Mixed Media art such as collage

Innovation Design Studio

Every student in grades K-5 benefits from a Specials subject area called, "Innovation Design Studio," dedicated to Computer Science and hands-on innovative instruction in Science, Technology, Engineering, and Mathematics (STEM).

The program will be experiential and project-based to allow for:

Voice
Co-creation
Social Construction
Self-discovery

The ID Studio will be taught and experienced using a lens of design and dispositions.

DESIGN
- Engineering Design Process
- Design Thinking (Human-centered Design)
- Maker Pedagogy
- Iterative Processes
DISPOSITIONS
- Character Traits
- Next Generation Skills
- Habits of Mind

Core areas of K-5 Innovation Design Studio instruction:

Computer Science (Computational Thinking & Programming)
Computer Science (Productivity)
STEM & Engineering

Library

The library curriculum is closely aligned with the English Language Arts Pennsylvania Core Standards and the American Association of School Librarians.

Kindergarten Units of Study:

Life of a Reader
Organization of the library
Parts of a book / Type of books
Responsible Library Citizenship
Research
Digital Citizenship

1st Grade Units of Study:

Life of a Reader
Organization of the library
Type of books / Information in books
Responsible Library Citizenship
Research
Digital Citizenship

2nd Grade Units of Study

Life of a Reader 
Selecting Informational and Literary Text 
Preparing and Publishing Multimedia Presentations 
Responsible Library Citizenship 
Research 
Digital Citizenship

3rd Grade Units of Study

Life of a Reader 
Selecting Informational and Literary Text 
Preparing and Publishing Multimedia Presentations 
Responsible Library Citizenship 
Research 
Digital Citizenship

4th Grade Units of Study

Life of a Reader 
Selecting Informational and Literary Text 
Preparing and Publishing Multimedia Presentations 
Responsible Library Citizenship 
Research 
Digital Citizenship

5th Grade Units of Study  

Life of a Reader 
Selecting and Evaluating Informational and Literary Text 
Preparing and Publishing Multimedia Presentations 
Responsible Library Citizenship 
Research
 Digital Citizenship

Music

Elementary students experience music by singing, playing, moving, and improvising. Children explore the musical elements: melody, harmony, rhythm, form, and timbre, as well as expressive elements through a varied repertoire of music from diverse cultures and genres.

Kindergarten: The skills of matching pitch and steady beat are explored through singing and movement games as well as instrumental play.

1st Grade: Elementary students experience music by singing, playing, moving, and improvising. The skills of matching pitch, steady beat, rhythmic notation, and echo are taught and assessed regularly throughout the year. Students are assessed on notation of quarter notes, paired eighth notes and quarter rest. Students regularly have the opportunity to perform music using Orff instruments and multicultural instruments.

2nd Grade: Students are assessed on singing by memory, playing both rhythmic and melodic ostinati, reading and notating quarter notes, quarter rests, paired eighth notes, and half note, as well as identifying AB and ABA form. Students regularly have the opportunity to perform music using Orff instruments and multicultural instruments.

3rd-Grade: Students learn how to read treble clef notation by performing on the soprano recorder throughout the school year. Students also use the recorder as a tool for ostinati and improvisatory activities. Students regularly have the opportunity to perform music using Orff instruments and multicultural instruments.

4th-Grade: Students have frequent opportunities to connect music to cultural and historical events as well as other subject areas through class discussion. All students participate in a grade-level chorus concert in the spring. Chorus instruction is imbedded within the general music classroom instruction during the spring semester. Students typically learn and perform a wide variety of musical styles such as Spirituals, multicultural and folk music, and novelty pieces, often incorporating movement and instruments as well.

Strings: Fourth grade introduces string instruments. Beginning strings students meet for a small group lesson once every cycle during the Intervention/Enrichment period for 25 minutes. Full orchestra rehearsals before school are held once per week, beginning in March. Students participate in at least one concert in the Spring. Major topics of study include posture, bow grip, note reading, rhythm, dynamics, tempo, tone production, intonation, balance, blend, and articulation.

5th-Grade: Students have frequent opportunities to connect music to cultural and historical events as well as other subject areas through class discussion. All students participate in a grade-level chorus concert in the spring. Chorus instruction is imbedded within the general music classroom instruction during the spring semester. Students typically learn and perform a wide variety of musical styles such as Spirituals, multicultural and folk music, and novelty pieces, often incorporating movement and instruments as well.

Band: Fifth grade introduces band. Beginning band students meet for a small group lesson once every cycle during the Intervention/Enrichment period for 25 minutes. Full band rehearsals before school are held once per week, beginning in January. Students participate in at least once concert in the Spring. Major topics of study include posture, embouchure/stick grip, note reading, rhythm, dynamics, tempo, tone production, intonation, balance, blend, and articulation.
Strings: Second year strings students meet for a small group lesson once every cycle during the Intervention/Enrichment period for 25 minutes. Orchestra rehearsals begin in October and are held one day per week before school. Students participate in at least two concerts per year. Major Topics of Study include reinforcement of posture, bow grip, rhythm, dynamics, tempo, note reading, tone production, intonation, balance, blend, articulation. Emphasis on major vs. minor tonality; dotted rhythms; sixteenth notes; syncopation; scales up to three sharps and two flats.

Texts: Silver Burdett’s Making Music

Physical Education

The goal of physical education is based on the idea that if you teach children to move efficiently and to achieve success and satisfaction in movement experiences, their attitude toward all physical activities will be more positive. Students will focus on positive social interaction: taking turns, listening skills, safety awareness, and respect for self and peers.

Kindergarten: The program consists of activities that enhance body awareness, self control, spatial awareness, gross and fine motor skills, loco motor and non-loco motor movements, creative and rhythmic movements, directionality, balance, partner and group challenges, and manipulative skills with a variety of equipment.

1st Grade: Students will begin to apply newly learned skills in a meaningful way by engaging in various low organized games.

2nd Grade: Students are introduced to the concepts of fitness, healthy lifestyles, and more game-type settings. Emphasis is centered on cooperation, sportsmanship, body control, and rule awareness. Students continue to focus on listening skills, safety awareness, respect for self and peers, and appropriate peer interaction.

3rd Grade: Students begin to engage in more sport-related skills and activities. The program stimulates skeletal growth, improves muscle strength and coordination, increases flexibility, promotes cardiovascular and respiratory fitness, introduces new skills, teaches the enjoyment of a variety of sports and reinforces the concepts of good sportsmanship and teamwork.

4th Grade: Students engage in more sport-related skills and activities. The program stimulates skeletal growth, improves muscle strength and coordination, increases flexibility, promotes cardiovascular and respiratory fitness, introduces new skills, teaches the enjoyment of a variety of sports, and reinforces the concepts of good sportsmanship and teamwork.

5th Grade: Students will engage in more advanced sport-related skills and activities. The 5th grade PE program is based on meeting the needs and interests of the upper elementary school children and is geared toward their holistic development.

Wellness

All students in grades 1-5 take part in wellness classes which consists of eight units taught throughout the school year to help educate students on living a healthy and safe lifestyle. Information taught becomes progressively more challenging but remains developmentally appropriate.

Units of Study include:

Safety
Emergency Situations
First Aid
Hygiene
Relaxation
Body Systems
Drug prevention
Nutrition

Middle School (Grades 6-8)

Radnor Middle School is committed to developing students with a global perspective and understanding the world through disciplinary and interdisciplinary studies.

For more information on the course offerings available to Radnor Middle School students, view the RMS Program of Studies.

RMS Course Placement Criteria

RMS Course Placement Criteria

Note: A Parent Override to access a RMS Accelerated class is available for one subject/discipline (excluding math) per year.

English/Language Arts (ELA)

Accelerated Language Arts

Accelerated LA allows high performing, highly motivated, and academically gifted students to pursue rigorous coursework that is two or more years above grade level expectations. Students are admitted to accelerated courses based on criteria that consider past performance and demonstrated readiness. This course builds on and extends the range of basic content from the on-grade-level language arts course and pursues skills and content from advanced grade levels. Students in this course will develop advanced skills in reading, writing, speaking and listening, and research. Rigorous in and out of class reading, research, challenging class discussions and a variety of writing experiences will be required. Summer assignments may also be required.

Language Arts

Grade level Language Arts allows both on- and above- grade-level students to pursue rigorous coursework both at and above grade-level expectations. Students are admitted to these courses based on criteria that consider past performance and demonstrated readiness. This course is standard-based and designed to support students in meeting grade-level standards in reading, writing, listening and speaking as well as reaching beyond those standards if they demonstrate readiness. In and out of class reading, research, challenging class discussions and a variety of writing experiences will be required.

Intensive Language Arts Comprehension

Intensive Language Arts Comprehension is specially designed for students for whom reading and/or writing achievement limits their ability to fully benefit from the grade-level language arts course and other content area instruction. For these students, skill deficits in the area of comprehension is the area of greatest need. Students are admitted to these courses based on criteria that consider past performance and demonstrated readiness and the course is specially designed to advance reading and writing skills that are below grade-level expectation. The delivery model for this course will include the use of a research-based instructional program, specially trained staff, additional minutes of instruction and specialized technology. Direct instruction and guided practice in comprehension, fluency, phonemic awareness and phonics is aligned with each student’s specific areas of need. Students in these courses may be exposed to some of the Radnor Township School District core language arts curriculum but the priority is building skills in reading and written language to ensure future academic success in all areas.

Intensive Language Arts-Decoding

Intensive Language Arts Decoding is specially designed for students for whom reading and/or writing achievement limits their ability to fully benefit from the grade-level language arts course and other content area instruction. For these students, skill deficits in the area of decoding is the area of greatest need. Students are admitted to these courses based on criteria that consider past performance and demonstrated readiness and the course is specially designed to advance reading and writing skills that are below grade-level expectation. The delivery model for this course will include the use of research-based instructional programs and specially trained staff and may also offer additional minutes of instruction and specialized technology. Direct instruction and guided practice in phonemic awareness, phonics, comprehension, vocabulary development and fluency is aligned with each student’s specific areas of need. Students in these courses may be exposed to some of the Radnor Township School District core curriculum, but the priority is building skills in reading and written language to ensure future academic success in all areas.

Note: The RTSD ELA and Social Studies Placement Criteria for the 2025-26 school year is available below in PDF format. If you have difficulty accessing this document and need it in a different format, please contact the Department of Teaching and Learning.

Rtsd ELA and Social Studies placement Criteria for 2025-26 (PDF)

Math

Radnor Township School District strives to appropriately challenge and support all students. An important aspect of the RTSD math course placement process is the use of Evidence of Mastery (EoM) assessments based on above-level content to determine readiness for course acceleration. The EoM assessments will be administered in school, following all health and safety protocols.

Note: The RTSD Math Placement Criteria for the 2025-26 school year is available below in PDF format. If you have difficulty accessing this document and need it in a different format, please contact the Department of Teaching and Learning.

RTSD Math Placement Criteria for fall 2025 (PDF)

Course Progression from Grade 8 Honors Algebra 1

All 8th-grade students enrolled in Honors Algebra 1 will take the Algebra 1 Keystone Exam in May.

High School Course Progression

1. Placement into Seminar Geometry in 9th grade requires an average of 90% (A-).
2. Placement into Honors Geometry in 9th grade requires an average of 82.5% (B).
3. Placement into Advanced Geometry in 9th grade requires an average of 80% (B-).
4. Since Algebra 1 includes foundational skills needed for success in higher level math courses, if a student scores below 80% in Algebra 1, the teacher will recommend that the student retakes Algebra 1 in 9th Grade. Students may also elect to take Algebra 1 in summer school (please refer to RHS summer school criteria.) Please note that Honors level Algebra is not available in 9th grade.

Other Important Information

Algebra 1 Honors students who have an average score below 75% at the end of the first or second marking period will be moved into Course 3. Algebra 1 Honors students who have an average score between a 75-79% at the end of the first or second marking period may have the choice of completing Algebra 1 or may select to move to Course 3. Students will be recommended to repeat Algebra 1 the following year if their average is below 80% (B-) at the end of the year.

Science

Accelerated Science

Accelerated science courses allow high performing, highly motivated, and academically talented students to pursue rigorous coursework. Students are admitted to accelerated courses based on criteria that consider past performance and demonstrated readiness. Texts and materials used in the course are two or more years above grade level. The accelerated science courses focus on the same major topics as the grade-level courses but move at a faster pace and go into greater depth than the grade-level course. Students will read complex texts, write intensively, and engage in challenging scientific investigations.

Science

Grade-level science courses allow students to pursue coursework at a variety of levels. The sixth grade science course focuses on select Earth Science concepts from Geospheric, Atmospheric, and Astronomical fields of study. The seventh-grade science course focuses on topics from the Life Sciences including the exploration of concepts from the structure and function of organisms, animal diversity, and ecology. The eighth-grade science course lays the foundation for further study of the physical science and includes concepts from both physics (force, motion, waves, and electricity) and chemistry (the nature of matter and interactions between matter and energy). Across all grades, students will engage in reading, writing, class discussions, and projects to develop their understanding of these topics. The curriculum for each course was developed in accordance with state and national science standard documents.

Note: The RTSD Science Placement Criteria for the 2025-26 school year is available below in PDF format. If you have difficulty accessing this document and need it in a different format, please contact the Department of Teaching and Learning.

rTSD Science placement Criteria for 2025-26 (PDF)

Social Studies

Accelerated Social Studies

Accelerated social studies courses allow high performing, highly motivated, and academically gifted students to pursue rigorous coursework that is two or more years above grade level. Students are admitted to accelerated courses based on criteria that considers past performance and demonstrated readiness. The accelerated social studies courses focus on the same major topics as the grade-level courses but move at a faster pace and go into greater depth than the grade-level course. Students will read complex texts, write intensively, engage in challenging class discussions, and will complete an extensive research project on an historical topic using primary and secondary sources.

Social Studies

Grade-level social studies courses allow students to pursue coursework at a variety of levels. The sixth grade focuses on world geography and culture, the seventh grade studies world history from the birth of civilization through 1500 CE, and the eighth grade course focuses on U.S. history from colonization through Reconstruction. Students will engage in reading, writing, class discussions, and projects to develop their understanding of social studies and their ability to participate as citizens in a democratic and global community. The curriculum for each course was developed in accordance with the Pennsylvania Standards for Civics and Government, Economics, Geography, and History, and the Common Core Standards.

Rtsd ELA and Social Studies placement Criteria for 2025-26 (PDF)

High School (Grades 9-12)

Radnor High School provides challenges and opportunities for success for all its members, students and staff. It is our goal that each student receives an education at a level appropriate to their ability and has an equal opportunity to participate in the educational program.

For information on the course offerings available to Radnor High School students, view the RHS Program of Studies.

Math Curriculum
Structured Literacy

Math Curriculum

Structured Literacy

Structured Literacy and the Science of Reading

In Radnor Township School District (RTSD), we are committed to the highest standards in education, and we take seriously our responsibility to develop students into readers and writers. Recently, the terms “Science of Reading” and “Structured Literacy” have entered the public discussion. Here are some Frequently Asked Questions regarding those topics and literacy instruction in RTSD.

What is the Science of Reading?

There is no single definition for “the Science of Reading.” Rather, it broadly refers to a body of research into reading and how children learn to read.

What is Structured Literacy?

Structured literacy is often used synonymously with the science of reading, but structured literacy refers to an approach to literacy instruction. 22 Pa. Code § 49.1 defines “structured literacy” as systematic, explicit instruction that provides a strong core of foundational skills in the language systems of English, integrates listening, speaking, reading, spelling, and writing and emphasizes the structure of language across the speech sound system (phonology), the writing system (orthography), the structure of sentences (syntax), the meaningful parts of words (morphology), the relationships among words (semantics), and the organization of spoken and written discourse.

Does Radnor Teach Structured Literacy?

RTSD uses a systematic and explicit approach to teaching reading and writing as part of our English Language Arts curriculum. We also use a continuous improvement process to review our curriculum, assessments, and instruction, so we can improve the education we provide to students. This process includes reviewing educational research and best practices and providing professional development. For example, we have worked with renowned experts in structured literacy and brain-based instruction as part of our professional development for teachers, specialists, and administrators. RTSD professionals are highly skilled and understand how the components of reading interrelate and build upon each other. Most importantly, they know their students.

How Does Radnor Rank Against Other Schools in Reading?

Radnor continues to rank among highest performing school districts in Pennsylvania and across the United States. Here are some links to review RTSD performance and rankings:

What About Phonics Instruction?

RTSD’s approach to reading instruction and student support includes direct and systematic phonics instruction as part of comprehensive reading instruction. Although phonics is an essential component of reading, a true structured literacy approach focuses on all the essential components of reading with the goal of developing students’ reading comprehension.

My Child is a Little Behind in Reading. How Can Radnor Help My Child?

Learning to read is a complex process and we recognize that some students struggle to read. Through diagnostic and formative assessments, RTSD educators monitor all students’ development as readers. Those students who demonstrate a need for greater support will receive it through Multi-Tiered Systems of Support (MTSS). This is a regular education support that is available to all students. If your child is a little behind in reading, your child may receive targeted reading instruction through Language Arts and the MTSS framework.

My Child May Have a Reading Disability or May be Dyslexic. How Can Radnor Help My Child?

Radnor has multiple supports and strategies for assisting students with dyslexia or specific learning disabilities in reading. If you have any questions or concerns about your child’s reading ability, please reach out to your child’s teacher or principal who will help you and provide you with information. For questions about Special Education services, you may also reach out to the Office of Student Services.

Is the Current Debate about the Science of Reading/Structured Literacy Just Another Round in the “Reading Wars”?

There is a long-standing debate about best practices to teach reading to children, sometimes referred to as the “reading wars”, that dates to the 1950s. While we are aware of the criticisms of some approaches to reading instruction, we try not to get caught up on the rhetoric surrounding the debate. We approach ideas with an open mind and the intent of learning how we might best serve our students.

Do I Have to Be a Reading Expert to Understand All This?

Not at all, if you have any questions, please reach out to your child’s teacher or principal. Radnor employs highly skilled and certified educators that assess students’ needs and provide appropriate programming. We stay up to date on current information about reading and consider new information within the context of our experience as educators so that we continue to support a love of learning and reading in our students.