Research-Based, Inclusive, and Always Improving
Literacy is one of Highline’s four big priorities this year—because reading is the foundation for success in every subject and every grade.
What Does Highline's Reading Instruction at Elementary Look Like?
Our approach to reading at the elementary level is grounded in decades of research, known as the science of reading, a large body of research on how children learn to read and write. This research shows that students need a strong foundation in several areas:
- Phonemic awareness means hearing and playing with the individual sounds in words. For example, knowing that the word cat has three sounds: /k/ /a/ /t/.
- Phonics is learning how letters and sounds connect. Students learn that the letter “m” makes the /m/ sound and how to blend letters to read words like map or sun.
- Fluency is reading smoothly, accurately and with expression. For example, we don’t stop to sound out common words like the or bye. When students become fluent, they can focus on understanding what they read instead of getting stuck on every word.
- Vocabulary is knowing and using a wide range of words. We build vocabulary by reading and talking about engaging topics across all subjects.
- Comprehension means understanding what a text says and means. Students learn to think deeply, ask questions and make connections as they read.
These skills build confident, capable readers. While many English words follow phonics patterns, not all do. That’s why we teach students to decode words and to use other strategies to understand what they read. Reading is more than just sounding out words—it’s about making sense of them and enjoying the journey.
Meeting the Needs of Multilingual Learners
Much of the science of reading research focuses on students who speak only English. In Highline, our students speak nearly 100 languages—and they bring valuable language knowledge with them.
We draw from research on how all students learn to read, while also using strategies designed for bilingual learners—especially in our dual language schools, where students learn to read in two languages.
In dual language schools, students are learning to read in two languages. We use research-based strategies outlined in Guiding Principles for Dual Language Education, which combines structured reading instruction with strategies that support learning in two languages.
A recent joint statement from national experts calls for including multilingual learners at the center—not the margins—of literacy efforts. That’s our goal at Highline: high-quality, inclusive instruction that helps all students thrive—in English and in their home language.
Curriculum and Training That Evolves with Research
American Reading Company’s Core (ARC) is Highline’s board-approved elementary literacy curriculum. Like any curriculum, it’s a tool. The company regularly updates materials based on new research, and Highline ensures teachers have access to those updates. We also supplement with additional resources when needed to ensure all students receive instruction that reflects best practices and supports real reading growth.
ARC Core takes time to implement well. As teachers build experience with the curriculum, we support their growth through ongoing professional learning.
This includes:
- Regular professional development throughout the year
- A yearlong Foundational Literacy Training starting next year
- Optional sessions focused on specific classroom strategies
Strong instruction doesn’t happen by accident. We invest in our teachers so they can deliver reading instruction that’s clear, consistent and effective for all students.
Equity Is Our Foundation
Every child deserves high-quality instruction that reflects who they are and helps them succeed. We don’t teach a program—we teach kids. And we’re always working to get better at it.
Frequently Asked Questions
Are decodable texts used in ARC Core?
Yes—once students reach the first-grade level, they start reading books that are decodable. That means the words are made up of sounds and patterns they’ve already learned, so they can practice sounding them out on their own.
Before that level, the books are designed a little differently. They’re built around “Power Words” and word patterns to help students build vocabulary and recognize common words. These early books still match the reading skills students are learning and give them plenty of practice as they build confidence and fluency.
ARC classroom libraries also support learning to read. Books are labeled so teachers and students know which ones are a good fit based on the reading skills they've already learned. These books:
- Use natural, easy-to-understand language
- Represent diverse people and experiences
- Are fun to read and help students practice reading with confidence
There’s no exact rule for how many words in a book must be decodable. Experts like Wiley Blevins say it’s most important that the books have a lot of decodable words—but they also need to sound natural and interesting. ARC’s books do both.
Does ARC Core utilize the three-cueing system?
No, ARC Core does not use the three-cueing system. Students are taught to use their knowledge of letters and sounds as the main way to figure out words.
What are “decodable texts” and are they used?
Decodable texts are written using the letter-sound patterns students have learned, so they can "decode" or sound out the words. These texts help early readers build confidence and fluency. Yes—Highline uses decodable texts in both English and Spanish, currently available in RAZ Kids, an online reading program used in elementary classrooms.
Do students memorize whole words?
No. We teach students to read by connecting sounds to letters, not by memorizing whole words. A few tricky words (like the or said) are taught with special attention, but the focus is on sound-based reading.
What are Power Words?
Power Words are words that students see often, like the, is, and said. Some of these words can’t be easily sounded out, so we teach students to recognize them quickly. This helps them read more smoothly and focus on understanding what they’re reading, instead of stopping to figure out every word.
Is ARC Core a “balanced literacy” program?
No. ARC Core is not balanced literacy. It is a structured, knowledge-building program that follows a clear order for teaching phonics and reading skills. It does not use the “three-cueing” method or guided reading groups that were common in older balanced literacy programs.
Why does Highline use ARC Core for reading instruction?
ARC Core was chosen after nearly two years of review, research, and classroom piloting. It is Highline’s board-adopted reading curriculum. We are now in our fourth year of using it across elementary schools.
Like any curriculum, ARC Core is not something teachers learn in one year. It takes time to implement well. As teachers use it, they build deeper understanding and skill, and we support that with ongoing professional development.
ARC Core also continues to grow. The company regularly updates materials based on new reading research. Our teachers have access to these updates and use them to strengthen how they teach reading.