Wisconsin Act 20
Curriculum Crosswalk Toolkit
_________________________________________________________________________________________________
March 2024
Beginning in the school year 2024-2025, Wisconsin public schools, independent charter schools, and schools
participating in the Choice program are required to implement K-3 literacy instruction that aligns with the statutory
definition of science-based early literacy instruction. Developed in collaboration between DPI, educators and
statewide partners, this toolkit allows a school or district to determine whether their early literacy curricular
materials comply with statutory requirements. Educators and administrators are essential decision-makers of
instructional materials based on their expertise of the educational strengths and needs of their local school
communities.
Wisconsin Department of Public Instruction
This report is available from:
Literacy and Mathematics Team, Division of Academic Excellence
Nicole Horsley, Director
Wisconsin Department of Public Instruction
125 South Webster Street
Madison, WI 53703
https://dpi.wi.gov/wi-reads
March 2024
Wisconsin Department of Public Instruction
The Wisconsin Department of Public Instruction does not discriminate on the basis of sex, race, color, religion, creed, age, national
origin, ancestry, pregnancy, marital status or parental status, sexual orientation, or ability and provides equal access to the
Boy Scouts of America and other designated youth groups
Wisconsin Department of Public Instruction
Jill K. Underly, PhD, State Superintendent
Madison, Wisconsin
Wisconsin Act 20 Curriculum Crosswalk Toolkit
Acknowledgements
The Wisconsin Department of Public Instruction (DPI) wishes to thank the 2024 Wisconsin Curriculum Crosswalk Team
for their work in developing tools to support Wisconsin’s educators and administrators when reviewing curricular
resources for compliance to 2023 Wisconsin Act 20. Further, we would like to thank Wisconsin's educators and
administrators for their ongoing expertise and commitment to advancing literacy for all students. Updates to the
Wisconsin Act 20 Curriculum Crosswalk Toolkit will be made periodically. Please send feedback to
early.reading@dpi.wi.gov.
Wisconsin Act 20 Curriculum Crosswalk Tool Team (listed in alphabetical order):
Renae Braun; District Literacy Coordinator, Menasha Joint School District
Adam Broten; Dir. of Teaching and Learning, North Fond du Lac School District
Kate Euler; Literacy Consultant, CESA 11
Rob J. Meyer; Dir. of Teaching & Learning, Beaver Dam Unified School District & WI ASCD Board of Directors
Kris Statz; Literacy Consultant, CESA 2
WI DPI Liaisons (listed in alphabetical order):
Laura Adams, Policy Initiatives Advisor
Robyn Bindrich, Literacy Consultant
Greg Coleman, Assistant Director of Literacy and Mathematics
Stacy Gray, Ph.D., Early Literacy Consultant
Nicole Horsley, Ph.D., Director of Literacy and Mathematics
Wisconsin Act 20 Curriculum Crosswalk Toolkit; March 2024, v1.0 iii
Table of Contents
Introduction to the Curriculum Crosswalk Toolkit ......................................... 1
Wisconsin’s Model of Reading .............................................................................. 5
Tool # 1: Wisconsin Act 20 Curriculum Crosswalk ......................................... 6
Tool #2: Curriculum Communication Template ............................................... 11
Tool #3: Wisconsin Act 20 Resource Library .................................................... 15
References................................................................................................................... 26
Appendix A Glossary ................................................................................................ 29
Wisconsin Act 20 Curriculum Crosswalk Toolkit; March 2024, v1.0 1
Introduction to the Toolkit
All children in Wisconsin deserve access to meaningful early literacy instruction. This entails ensuring that every student
in Wisconsin has access to the educational resources and rigor they need at the right moment in their education, across
race, gender, ethnicity, language, ability, sexual orientation, family background, and/or family income. With 421 public
school districts in Wisconsin, in addition to independent charter schools and schools participating in the Choice program,
the Wisconsin Department of Public Instruction (WI DPI) acknowledges a one-size-fits-all approach to literacy
curriculum and instruction would not be able to adequately support meaningful and appropriate literacy advancement
for all students. Recognizing the vital role of Wisconsin’s families, educators, and administrators, an inclusive and
collaborative approach when reviewing, identifying, and implementing curriculum and instruction is essential.
Furthermore, literacy learning opportunities in Wisconsin’s schools will be enhanced by applying literacy research,
content standards, and recognition of each student’s unique learning experiences.
2023 Wisconsin Act 20 (Act 20) requires specific criteria regarding K-3 literacy curriculum. Curriculum, encompassing
instructional materials, activities, and assessments, aims to support students in reaching proficiency in the Wisconsin
Standards for English Language Arts (WI DPI, 2020b). To assist districts in navigating the curriculum requirements, the WI
Act 20 Curriculum Crosswalk Toolkit has been developed. This toolkit offers three resources designed to support the
analysis of compliance with Act 20. The three resources include a processing template, communication tool, and resource
library.
While the WI Act 20 Curriculum Crosswalk Toolkit aids in reviewing curriculum based on the requirements of Act 20, each
district maintains local decision-making authority and should utilize the expertise of their school communities when
reviewing curriculum. This introduction to the toolkit begins by defining science-based early reading. Next, there is
shared relevant content about curriculum resources. Finally, there is identified the purpose and explanation of the three
resources.
Wisconsin Act 20 Curriculum Crosswalk Toolkit; March 2024, v1.0 2
Science-based Early Reading Instruction
Act 20 mandates that all Wisconsin schools provide science-based early reading instruction in both universal (core
instruction) and intervention settings (see Wis Stat. sec. 118.015 [11]). Science-based early reading instruction is defined
as systematic and explicit instruction in at least all of the following areas: phonological awareness, phonemic awareness,
phonics, background knowledge, oral language development, writing, comprehension, vocabulary building, and reading
fluency. For each component, systematic and explicit instruction must be applied in the evaluation of curriculum
resources. Systematic refers to “intentionally teaching identifiable skills within a scope and sequence” (WI DPI, 2020a, p.
44). Explicit instruction refers to designing lessons/units based on a gradual release of responsibility model. To meet the
end goal of self-regulated independent practice, teachers use a cycle of teaching and learning including explaining,
modeling, and offering guided practice with continuous, precise, and repetitive feedback (WI DPI, 2020a).
The WI DPI maintains that literacy learning is not a linear process but rather a multifaceted and complex process where
multiple factors converge simultaneously (see Wisconsin’s Reading Model, p. 8). This view of literacy development
acknowledges the importance of recognizing the need for overlapping skill building. In other words, students do not need
to be completely secure in one area of literacy before learning about the next. Furthermore, the WI DPI recognizes the
significance of cultural dimensions of literacy and thus advocates for instructional approaches that are culturally and
linguistically sustaining (Wisconsin DPI, 2020b). Therefore, while Act 20 mandates explicit instruction, the WI DPI
recommends the inclusion of additional comprehensive research-informed literacy practices based on real life
experiences to support meaningful literacy learning. For example, researchers have reported that students who engage
in purposeful literacy-rich guided play show statistically significant gains in early literacy (Cavanaugh et al., 2017;
Maureen et al., 2020; Nicolopoulou et al., 2015).
Per Act 20, science-based early reading includes prohibiting the use of three-cueing when teaching and supporting word-
solving. Act 20 defines three-cueing as an instructional model that relies on meaning, structure, and visual cues for
teaching reading or teaching a pupil to read based on meaning, structure and syntax, and visual cues or memory. This
prohibition applies when the instructional goal is for the learner to solve unknown words. The WI DPI recognizes that
such instruction is an evidence-based instructional approach when the goal is to support comprehension and building
vocabulary (Capin et al., 2020; Foorman et al., 2016; Kuhn & Stahl, 1998; Nash & Snowling, 2010). Therefore, instruction
in using context clues is allowable and appropriate when the learning goal is related to vocabulary and comprehension
skill building.
Wisconsin Act 20 Curriculum Crosswalk Toolkit; March 2024, v1.0 3
Curricular Decisions Beyond Act 20
Wisconsin does not mandate a required list of curriculums for schools/districts to adopt. While the toolkit supports
schools/districts in identifying a curriculum’s alignment to Act 20, additional factors must be considered when selecting
new resources (see Wisconsin Standards for English Language Arts, pp. 70-74). These considerations include, but are not
limited to, the following:
• aligns to the Wisconsin’s Standards for English Language Arts.
• ensures representation and diversity, such as diverse voices, cultural experiences, and reflections of lived
experiences.
• considers the reader and task, including motivation, knowledge/experiences, purpose, task complexity.
• empowers learners to read high-quality texts widely and deeply, for many purposes, including enjoyment.
• presents writing as a means of communication rather than stand-alone, isolated skills.
• offers opportunities for students to write in multiple modes for a variety of purposes.
• utilizes texts for a variety of instructional purposes (e.g., predictable texts for understanding language; decodable
texts for applying phonics knowledge, authentic texts for comprehension).
• employs evidence-based practices (e.g., Universal Design for Learning) to ensure that each student can access and
meaningfully engage in learning opportunities.
• provides resources for parents/caregivers and community members to support students' literacy development.
• includes lessons and other instructional materials that are user-friendly for educators.
• embeds professional learning to support implementation of the instructional materials.
• provides multiple forms of assessment.
• meets accessibility requirements (e.g., closed captions, Braille versions, screen readers).
• includes materials in multiple languages.
Wisconsin Act 20 Curriculum Crosswalk Toolkit; March 2024, v1.0 4
To support the process of reviewing curriculum, the WI DPI recommends visiting our Instructional Materials and
Professional Learning (see https://dpi.wi.gov/impl) and Professional Learning: Wisconsin's 2020 Standards for ELA
(see https://dpi.wi.gov/ela/standards/standardsmodules) webpages. These pages reference resources that were
designed to support educators with processes for identifying high-quality resources (see https://curriculumsupport.org).
Wisconsin’s Framework for Equitable Multi-Level Systems of Support (EMLSS) may also be used to support school/district
teams in integrating the requirements of Act 20 to create a system that meets the needs of each student (see
https://dpi.wi.gov/emlss).
While there is not a list of mandated curricula, the Joint Finance Committee did recommend a list of eligible curriculum
resources for partial reimbursement grants (see https://dpi.wi.gov/wi-reads). These prorated curriculum grants,
expected to be issued in 2025, will reimburse school districts for no more than 50% of the cost incurred on or after
January 1, 2024. The list of eligible curriculums will be updated annually. Ultimately, each district maintains the authority
to make local decisions regarding 5K-3rd grade literacy curriculum as long as there is compliance with the science-based
early reading requirements.
Wisconsin Act 20 Curriculum Crosswalk Toolkit
Act 20 requires science-based early reading curriculum for grades 5K-3. The three resources in this toolkit include a
processing template, communication tool, and resource library. The first tool, the Wisconsin Act 20 Curriculum Crosswalk,
serves as a processing template for school/district teams to analyze how their existing curriculum resources align with
the Act 20 requirements. Additionally, the template may be used to support district reading specialists as one part of
their annual evaluation of their curricular resources as required under Wis Stat. sec. 118.015 (2-4).
The second resource in the toolkit is the Wisconsin Act 20 Curriculum Communication Template. This template provides
school/district teams a space to document evidence of their alignment with Act 20 requirements and may be utilized as a
public document to inform the community about the district’s compliance with science-based early reading. The third
resource, the Wisconsin Act 20 Resource Library, is an annotated bibliography designed to deepen understanding of
each required component of science-based early reading. Please note that none of the resources in this library are
specifically endorsed by the developers of this toolkit. Instead, the annotated bibliography consists of resources that
support learning about each science-based early reading component.
In conclusion, there are many factors to be considered when evaluating a literacy curriculum that will meet the unique
needs of a school district’s 5K-3 student population. The WI Act 20 Crosswalk Toolkit offers three resources to assist
schools and districts in evaluating their curriculum for compliance with Act 20 criteria. Therefore, the tools may support
a district in the identification of curriculum needs related to the required components of science-based early reading
programming for grades 5K-3.
Wisconsin Act 20 Curriculum Crosswalk Toolkit; March 2024, v1.0 5
Wisconsin’s Model of Reading
Wisconsin Act 20 Curriculum Crosswalk Toolkit; March 2024, v1.0 6
Tool 1: Wisconsin Act 20 Curriculum Crosswalk
The crosswalk serves as a processing template for school/district teams (e.g., educators, parents/caregivers, community
members) to analyze the alignment of curriculum resources with Act 20 requirements. Teams may want to consider the
following process:
1. Convene a team of educators familiar with the curriculum.
2. Review the toolkit, ensuring a shared understanding of the science-based early reading components. To support
this process, educators may utilize the glossary (see Appendix A) and/or resource library.
3. Develop a plan to document evidence for each required component.
4. Gather, discuss, and document evidence for each component. See editable template:
https://docs.google.com/document/d/15ImZaA8oSPcKikYoX5V2riZ8PX6lkS3txQ2fwKbMeP0/copy
5. Discuss next steps, such as identifying needs for professional learning and/or supplemental materials.
6. Communicate information about the process and next steps.
Instruction must include systematic and explicit instruction in components 1-9 as required under 2023 WI Act 20 118.015 (1c) (b).
Required
Component
Definition
Rating
Evidence &
Next Steps
Phonological
awareness
Refers to the skills of “word
awareness, rhyme recognition,
repetition and creation of
alliteration, syllable counting or
identification, onset, and rime
manipulation” (WI Act 20,
Section 11, 2023).
Phonological
Awareness
☐Evident
☐Partially Evident
☐Not Evident
Wisconsin Act 20 Curriculum Crosswalk Toolkit; March 2024, v1.0 7
Instruction must include systematic and explicit instruction in components 1-9 as required under 2023 WI Act 20 118.015 (1c) (b).
Required
Component
Definition
Rating
Evidence &
Next Steps
Phonemic
awareness
Refers to the skills of
“identifying, isolating, blending,
segmenting, and manipulating
(adding, substituting, deleting)
phoneme” (WI Act 20, Section
11, 2023).
Phonemic
Awareness
☐Evident
☐Partially Evident
☐Not Evident
Phonics
Refers to the “relationships
between sounds and words; this
includes alphabetic principle,
decoding, orthographic
knowledge, encoding, and
fluency” (WI Act 20, Section 11,
2023).
Phonics
☐Evident
☐Partially Evident
☐Not Evident
Wisconsin Act 20 Curriculum Crosswalk Toolkit; March 2024, v1.0 8
Instruction must include systematic and explicit instruction in components 1-9 as required under 2023 WI Act 20 118.015 (1c) (b).
Required
Component
Definition
Rating
Evidence &
Next Steps
Oral Language
Development
Refers to developing a system of
words and word combinations to
communicate with others
through speaking and listening
(Foorman et al., 2016;
Kosanovich et al., 2020).
Oral Language
Development
☐Evident
☐Partially Evident
☐Not Evident
Building
Background
Knowledge
Refers to “information that
children learn and store in their
memories, including details
about themselves, other people,
objects, and the surrounding
world, encompassing beliefs,
values, rules, and expectations
within children's cultures,
environments, and languages”
(National Center on Early
Childhood Development,
Teaching Learning, 2022, p. 3)
Building
Background
Knowledge
☐Evident
☐Partially Evident
☐Not Evident
Vocabulary
building to
develop lexical
and
morphological
knowledge
Refers to instruction of
expressive (words said and
produced) and receptive
vocabulary (words heard and
understood) with the purpose of
expanding students' knowledge
of words and their meanings
(Kosanovich, 2020, p. 1;
UNESCO, 2020).
Vocabulary
☐Evident
☐Partially Evident
☐Not Evident
Wisconsin Act 20 Curriculum Crosswalk Toolkit; March 2024, v1.0 9
Instruction must include systematic and explicit instruction in components 1-9 as required under 2023 WI Act 20 118.015 (1c) (b).
Required
Component
Definition
Rating
Evidence &
Next Steps
Writing
Refers to the “process through
which people communicate
thoughts and ideas… can include
beginning scribbles, drawings,
random letter strings, single-
letter spellings, invented
spelling, or complete sentences
and paragraphs… also can
include students dictating ideas
to an adult or peer for
transcription” (Graham et al.,
2018, p. 42).
Writing
☐Evident
☐Partially Evident
☐Not Evident
Comprehension
Refers to “making meaning of
what is viewed, read, or heard.
Comprehension includes
understanding what is expressed
outright or implied as well as
interpreting what is viewed,
read, or heard by drawing on
one's knowledge and
experiences. Comprehension
may also involve application and
critical examination of the
message in terms of intent,
rhetorical choices, and
credibility” (International
Literacy Association, n.d.).
Comprehension
☐Evident
☐Partially Evident
☐Not Evident
Wisconsin Act 20 Curriculum Crosswalk Toolkit; March 2024, v1.0 10
Instruction must include systematic and explicit instruction in components 1-9 as required under 2023 WI Act 20 118.015 (1c) (b).
Required
Component
Definition
Rating
Evidence &
Next Steps
Reading fluency
Refers to “reading with accuracy,
automaticity, and prosody” (WI
DPI, 2020b, p. 76).
Fluency
☐Evident
☐Partially Evident
☐Not Evident
Prohibits MSV
Refers to “any model, including
the model referred to as
meaning, structure, and visual
cues, or MSV, of teaching a pupil
to read based on meaning,
structure and syntax, and visual
cues or memory” (WI Act 20,
Section 11, 2023).
MSV
☐Evident
☐Partially Evident
☐Not Evident
Wisconsin Act 20 Curriculum Crosswalk Toolkit; March 2024, v1.0 11
Tool 2: Curriculum Communication Template
The communication template helps school/district teams gather evidence of their alignment with Act 20 requirements
and may be used as a public document to inform the community how the district is meeting Act 20’s science-based early
reading requirements. Educator teams may want to consider the following process:
1. Reconvene the curriculum crosswalk team.
2. Use the WI Act 20 Curriculum Crosswalk to review how the curriculum aligns with the Act 20 requirements.
3. Discuss and decide the format for communicating evidence (e.g., narratives, photos, charts).
4. Document evidence. See editable template:
https://docs.google.com/document/d/1iyLLbSfo68eOpQfQS4pMNyW9za4lhPtNDDdI4ECQaD8/copy
5. Share evidence of Act 20 compliance with relevant educational partners (e.g., school board, families, educators).
Instruction must include systematic and explicit instruction in components 1-9 as required under 2023 WI Act 20 118.015 (1c)
(b). After a self-analysis, we find that our curricular resource(s) meet the requirements of WI Act 20 of 2023. The following
evidence provides rationale for this determination:
Required
Component
Definition
Evidence
Phonological
awareness
Refers to the skills of “word awareness,
rhyme recognition, repetition and
creation of alliteration, syllable counting
or identification, onset, and rime
manipulation” (WI Act 20, Section 11,
2023).
Evidence of systematic instruction:
Evidence of explicit instruction:
Phonemic
awareness
Refers to the skills of “identifying,
isolating, blending, segmenting, and
manipulating (adding, substituting,
deleting) phoneme” (WI Act 20, Section
11, 2023).
Evidence of systematic instruction:
Evidence of explicit instruction:
Wisconsin Act 20 Curriculum Crosswalk Toolkit; March 2024, v1.0 12
Instruction must include systematic and explicit instruction in components 1-9 as required under 2023 WI Act 20 118.015 (1c)
(b). After a self-analysis, we find that our curricular resource(s) meet the requirements of WI Act 20 of 2023. The following
evidence provides rationale for this determination:
Required
Component
Definition
Evidence
Phonics
Refers to the “relationships between
sounds and words; this includes
alphabetic principle, decoding,
orthographic knowledge, encoding, and
fluency” (WI Act 20, Section 11, 2023).
Evidence of systematic instruction:
Evidence of explicit instruction:
Oral Language
Development
Refers to developing a system of words
and word combinations to communicate
with others through speaking and
listening (Foorman et al., 2016;
Kosanovich et al., 2020).
Evidence of systematic instruction:
Evidence of explicit instruction:
Building
Background
Knowledge
Refers to “information that children
learn and store in their memories,
including details about themselves, other
people, objects, and the surrounding
world, encompassing beliefs, values,
rules, and expectations within children's
cultures, environments, and languages”
(National Center on Early Childhood
Development, Teaching Learning, 2022,
p. 3)
Evidence of systematic instruction:
Evidence of explicit instruction:
Wisconsin Act 20 Curriculum Crosswalk Toolkit; March 2024, v1.0 13
Instruction must include systematic and explicit instruction in components 1-9 as required under 2023 WI Act 20 118.015 (1c)
(b). After a self-analysis, we find that our curricular resource(s) meet the requirements of WI Act 20 of 2023. The following
evidence provides rationale for this determination:
Required
Component
Definition
Evidence
Vocabulary
building to
develop lexical
and
morphological
knowledge
Refers to instruction of expressive
(words said and produced) and receptive
vocabulary (words heard and
understood) with the purpose of
expanding students' knowledge of words
and their meanings (Kosanovich, 2020, p.
1; UNESCO, 2020).
Evidence of systematic instruction:
Evidence of explicit instruction:
Writing
Refers to the “process through which
people communicate thoughts and
ideas… can include beginning scribbles,
drawings, random letter strings, single-
letter spellings, invented spelling, or
complete sentences and paragraphs…
also can include students dictating ideas
to an adult or peer for transcription”
(Graham et al., 2018, p. 42).
Evidence of systematic instruction:
Evidence of explicit instruction:
Comprehension
Refers to “making meaning of what is
viewed, read, or heard. Comprehension
includes understanding what is
expressed outright or implied as well as
interpreting what is viewed, read, or
heard by drawing on one's knowledge
and experiences. Comprehension may
also involve application and critical
examination of the message in terms of
intent, rhetorical choices, and credibility”
(International Literacy Association, n.d.).
Evidence of systematic instruction:
Evidence of explicit instruction:
Wisconsin Act 20 Curriculum Crosswalk Toolkit; March 2024, v1.0 14
Instruction must include systematic and explicit instruction in components 1-9 as required under 2023 WI Act 20 118.015 (1c)
(b). After a self-analysis, we find that our curricular resource(s) meet the requirements of WI Act 20 of 2023. The following
evidence provides rationale for this determination:
Required
Component
Definition
Evidence
Reading fluency
Refers to “reading with accuracy,
automaticity, and prosody” (WI DPI,
2020b, p. 76).
Evidence of systematic instruction:
Evidence of explicit instruction:
Prohibits MSV
Refers to “any model, including the
model referred to as meaning, structure,
and visual cues, or MSV, of teaching a
pupil to read based on meaning,
structure and syntax, and visual cues or
memory” (WI Act 20, Section 11, 2023).
Evidence of systematic instruction:
Evidence of explicit instruction:
Wisconsin Act 20 Curriculum Crosswalk Toolkit; March 2024, v1.0 15
Tool 3: Wisconsin Act 20 Resource Library
The resource library is an annotated bibliography designed to enhance understanding of each required component of
science-based early reading. Please note that none of the resources in this library are specifically endorsed by the toolkit
authors. Instead, they are identified to support learning about each component. Each entry presents a summary of the
resource and includes keywords highlighting the connections to WI Act 20.
Achieve the Core. (2022). Building knowledge: Expanding the world through reading.
https://achievethecore.org/page/3204/building-knowledge-expanding-the-world-through-reading
This resource consists of three modules, each featuring a video, PowerPoint presentation, and accompanying
resources. The aim of these modules is to introduce the importance of building knowledge, enhancing vocabulary,
and supporting comprehension by incorporating high-quality complex texts into language arts instruction.
keywords: building background knowledge; comprehension; vocabulary
Achieve the Core. (2020). Read aloud project. https://achievethecore.org/page/1107/read-aloud-project
This resource focuses on the Read Aloud Project. This project’s goal is to cultivate deep thinking and prompt
equitable access to meaningful instruction by building background knowledge. The resource includes a
PowerPoint presentation, handouts, and example resources.
keywords: building background knowledge; comprehension
Afflerbach P. (2021). Teaching readers (not reading) moving beyond skills and strategies to reader-focused
instruction. Guilford Publications.
This text explains the complex nature of literacy and the many factors that influence literacy learning (e.g.,
metacognition, motivation, engagement, social–emotional learning, self-efficacy).
keywords: building background knowledge; comprehension; explicit instruction; phonemic awareness; phonics;
vocabulary
Armbruster, B. B., Lehr, F., Osborn, J., & Adler, C. R. (2009). Put reading first: The research building blocks of reading
instruction: Kindergarten through grade 3 (3rd ed.). National Institute for Literacy.
https://www.nichd.nih.gov/publications/product/239
This resource synthesizes research to inform reading instruction for kindergarten to third grade students.
keywords: comprehension; fluency; oral language; phonemic awareness; phonics; phonological awareness;
vocabulary
Wisconsin Act 20 Curriculum Crosswalk Toolkit; March 2024, v1.0 16
Beck, I., & Beck, M. (2013). Making sense of phonics: The hows and whys (2nd ed.). The Guilford Press.
This text provides educators with resources to support explicit and systematic phonics instruction.
keywords: explicit instruction; phonics; systematic instruction
Brown, J. E., Sanford, A. K., & Sacco, D. (2023). Multi-tiered system of supports for multilingual learners using culturally and
linguistically aligned practices. National Center on Intensive Intervention at the American Institutes for
Research. https://intensiveintervention.org/sites/default/files/2024-01/mtss-culturally-responsive.pdf
This resource provides educators with resources for implementing culturally and linguistically aligned
instruction.
keywords: explicit instruction; multilingual learners; systematic instruction
Bryan-Gooden, J., Hester, M., & & Peoples, L.Q. (2019). Culturally responsive curriculum scorecard. Metropolitan Center
for Research on Equity and the Transformation of Schools, New York University.
This resource provides educators, students, and community members with the opportunity to determine the
extent to which their school’s English Language Arts curricula are (or are not) culturally responsive. The term
culturally responsive in this resource refers to a “combination of teaching, pedagogy, curriculum, theories,
attitudes, practices, and instructional materials that center students’ culture, identities, and contexts throughout
educational systems.”
keywords: curriculum; culturally responsive
Cabell, S.Q., Neuman, S.B., Patton Terry, N. (Eds.). (2023). Handbook on the science of early literacy. (2023). Guilford
Publications.
This text brings together prominent researchers from multiple disciplines to synthesize early literacy research.
The text also shares instructional strategies that promote growth in reading, writing, oral language, and their
interconnections. In addition, the text addresses topics such as: having access to high-quality instruction,
supporting literacy learning of multilingual populations, advancing literacy learning opportunities for children
with specific learning disabilities; and employing data driven decision making approaches to inform instruction.
keywords: background knowledge; comprehension; explicit instruction; fluency; multilingual learners, oral
language; phonemic awareness; phonics; phonological awareness; vocabulary; writing
Wisconsin Act 20 Curriculum Crosswalk Toolkit; March 2024, v1.0 17
Colorín Colorado (2013, June 3). Using realia to build background knowledge. [Video]. YouTube.
https://youtu.be/C4hg6ThgSR0?feature=shared
This video offers viewers an opportunity to see how an educator used realia to support the application and
development of background knowledge.
keywords: building background knowledge; multilingual learners
Cervetti, G. N., Pearson, P. D., Palincsar, A. S., Afflerbach, P., Kendeou, P., Biancarosa, G., Higgs, J., Fitzgerald, M. S., &
Berman, A. I. (2020). How the reading for understanding initiative’s research complicates the simple view of
reading invoked in the science of reading. Reading Research Quarterly, 55, 161–172. https://doi
org.ezproxy.uwsp.edu/10.1002/rrq.343
This peer-reviewed article provides insights into the evolving understanding of reading comprehension and
implications for literacy instruction.
keywords: building background knowledge; comprehension; fluency; oral language; phonemic awareness;
phonics; phonological awareness; vocabulary; writing
Duke, N. K., & Cartwright, K. B. (2021). The science of reading progresses: Communicating advances beyond the simple
view of reading. Reading Research Quarterly, 56(S1), S25–S44. https://doi.org/10.1002/rrq.411
This article provides further insight into the evolving research related to reading and highlights the complexities
of reading comprehension.
keywords: building background knowledge; comprehension; fluency; oral language; phonemic awareness;
phonics; phonological awareness; vocabulary; writing
Erickson, K., & Koppenhaver, D. (2020). Comprehensive literacy for all: Teaching students with significant disabilities to
read and write. Paul H. Brookes Publishing.
This text guides educators, speech-language pathologists, and other professionals in practical lessons to support
literacy advancement for students with significant disabilities.
keywords: comprehension; fluency; oral language; phonics; phonological awareness; spelling; vocabulary; writing
Wisconsin Act 20 Curriculum Crosswalk Toolkit; March 2024, v1.0 18
Foorman, B., Beyler, N., Borradaile, K., Coyne, M., Denton, C. A., Dimino, J., Furgeson, J., Hayes, L., Henke, J., Justice, L.,
Keating, B., Lewis, W., Sattar, S. Streke, A., Wagner, R., & Wissel, S. (2016). Foundational skills to support reading
for understanding in kindergarten through 3rd grade (NCEE 2016-4008). Washington, DC: National Center for
Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.
https://ies.ed.gov/ncee/wwc/PracticeGuide/21
The goal of this IES practice guide is to offer educators specific, evidence-based recommendations for teaching
foundational reading skills to students in kindergarten through 3rd grade. This guide synthesizes research on
foundational reading skills and shares evidence-based practices to support literacy learning.
keywords: comprehension; fluency; oral language; phonemic awareness; phonics; vocabulary
Foorman, B. R., Smith, K. G., & Kosanovich, M. L. (2017). Rubric for evaluating reading/language arts instructional materials
for kindergarten to grade 5 (REL 2017–219). Washington, DC: U.S. Department of Education, Institute of
Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational
Laboratory Southeast. https://ies.ed.gov/ncee/rel/Products/Region/southeast/Publication/3814
This rubric goes beyond the requirements of WI Act 20 to help practitioners at the state, district, school, or
university level evaluate reading/language arts instructional and intervention materials in grades K-5 based on
rigorous research and standards. The rubric is organized by content area for grades K-2 and grades 3-5.
keywords: comprehension; evaluating instructional materials; fluency; oral language; phonemic awareness;
phonics; phonological awareness; vocabulary; writing
Gamse, B.C., Jacob, R.T., Horst, M., Boulay, B., and Unlu, F. (2008). Reading First impact study final report (NCEE 2009-
4038). National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S.
Department of Education. https://files.eric.ed.gov/fulltext/ED506347.pdf
This study aimed to assess the impact of the Reading First program, a federal initiative focused on improving
reading instruction in elementary school. Through rigorous evaluation, the report examines the effectiveness of
Reading First in improving students’ reading achievement, particularly in schools serving low-income students.
The findings provide insights regarding the effectiveness of specific literacy improvement strategies.
keywords: comprehension; fluency; phonemic awareness; phonics; phonological awareness; vocabulary
Garden, P.D. (2022). Vocabulary in the early grades. In K. Thomas, S. Landreth, A. Cummins, and C. Maynard (Eds.),
Texas Association for Literacy Education Yearbook (Volume 9, pp. 75 - 82). Texas Association for Literacy
Education. https://eric.ed.gov/?id=EJ1367392
This chapter discusses the significance of teaching vocabulary and provides instructional strategies to support
vocabulary development.
keywords: vocabulary
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Graham, S., Bollinger, A., Booth Olson, C., D’Aoust, C., MacArthur, C., McCutchen, D., & Olinghouse, N. (2012). Teaching
elementary school students to be effective writers: A practice guide (NCEE 2012-4058). Washington, DC: National
Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of
Education. https://ies.ed.gov/ncee/WWC/PracticeGuide/17
The goal of this practice guide is to offer educators specific, evidence-based recommendations that address the
teaching of writing in elementary school. The guide provides practical, clear information on critical topics related
to teaching writing and is based on the best available evidence as judged by the authors.
keywords: writing
Gersten, R., Baker, S.K., Shanahan, T., Linan-Thompson, S., Collins, P., & Scarcella, R. (2007). Teaching academic content
and literacy to English learners in elementary and middle School (NCEE 2007-4011). Washington, DC: National
Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of
Education. https://ies.ed.gov/ncee/wwc/PracticeGuide/19
This practice guide shares specific evidence-based recommendations to support the learning of multilingual
learners during reading and content area instruction. Each recommendation includes examples of activities that
can be used to support students as they build their language and literacy skills.
keywords: multilingual learners; oral language; vocabulary; writing
Gersten, R., Compton, D., Connor, C.M., Dimino, J., Santoro, L., Linan-Thompson, S., and Tilly, W.D. (2008). Assisting
students struggling with reading: Response to Intervention and multi-tier intervention for reading in the primary
grades. A practice guide. (NCEE 2009-4045). Washington, DC: National Center for Education Evaluation and
Regional Assistance, Institute of Education Sciences, U.S. Department of Education.
https://ies.ed.gov/ncee/wwc/practiceguide/3
The practice guide offers evidence-based recommendations to reduce the number of children who fail to learn
how to read proficiently by using response to intervention (RtI) as a means of both preventing reading difficulty
and identifying students who need more help.
keywords: comprehension; fluency; phonemic awareness; phonics; phonological awareness; reading
intervention; systematic instruction; vocabulary; writing
Honig, B. Diamond, L., Gutlohn, L. (2018). Teaching reading sourcebook (3rd. ed.) Consortium of Reaching Excellence in
Education (CORE), Inc. This text offers readers opportunities to learn about reading research related to
foundational reading skills. The resource also provides teaching strategies and lessons.
keywords: comprehension; fluency; oral language; phonemic awareness; phonics; phonological awareness;
vocabulary
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Language and Reading Research Consortium (LARRC; 2013). Let’s know! The Ohio State University.
https://larrc.ehe.osu.edu/curriculum/
In 2010, the Institute of Education Sciences (IES) funded the Reading for Understanding (RFU) research initiative.
This established the LARRC. This consortium focused on building understanding in order to improve our language
skills that facilitate the development of reading comprehension. An outcome of the research was LARRC’s
development of the curricular supplement titled, Let’s Know! This free 4K-3 curriculum supplement is designed to
improve children’s reading comprehension by targeting growth in language skills.
keywords: building background knowledge; comprehension; explicit instruction; oral language; systematic
instruction; vocabulary
National Early Literacy Panel (U.S.) & National Center for Family Literacy (U.S.). (2008). Executive summary: Developing
early literacy: Report of the National Early Literacy Panel. National Institute for Literacy.
https://lincs.ed.gov/publications/pdf/NELPReport09.pdf
This scientific publication is the full report of the National Early Literacy Panel and examines the implications of
instructional practices used with children from birth to age 5.
keywords: comprehension; fluency; oral language; phonemic awareness; phonics; phonological awareness;
vocabulary; writing
Pressley, T. (2023). Reading instruction that works: The case for balanced teaching (5th ed.). The Guilford Press.
Informed by the science of reading, the fifth edition of this text offers educators a roadmap for comprehensive
literacy and includes specific instructional strategies for advancing literacy skills of diverse learners.
keywords: building background knowledge; comprehension; explicit instruction; fluency; oral language;
phonemic awareness; phonics; phonological awareness; systematic instruction; vocabulary; writing
Reading Rockets. (2022). Reading 101: A guide to teaching reading and writing. WETA Public Broadcasting.
https://www.readingrockets.org/teaching/reading101-course/modules/course-modules
The Reading Rockets website provides nine course modules to support the understanding of teaching and
assessing foundational literacy skills.
keywords: comprehension; explicit instruction; fluency; oral language; phonemic awareness; phonics;
phonological awareness; systematic instruction; vocabulary; writing
Rosenshine, B. (2012). Principles of instruction: Research-based strategies that all teachers should know. American
Educator, 36(1), 12–19. https://www.aft.org/sites/default/files/Rosenshine.pdf
This article reports on ten instructional principles related to building background knowledge.
keywords: background knowledge; explicit instruction
Wisconsin Act 20 Curriculum Crosswalk Toolkit; March 2024, v1.0 21
Smith, K. G., & Foorman, B. R. (2015). Summer reading camp self-study guide (REL 2015–070). Washington, DC: U.S.
Department of Education, Institute of Education Sciences, National Center for Education Evaluation and
Regional Assistance, Regional Educational Laboratory Southeast.
https://ies.ed.gov/ncee/rel/Products/Region/southeast/Publication/3635
WI Act 20 requires DPI to adopt a model policy for promotion to fourth grade. Part of the promotion plan
requires offering an intensive summer reading program every summer until the student scores at grade level in
reading. This guide was developed to facilitate self-studies of planning and implementing summer reading camp
programs for grade 3 students in need of intervention. Templates for data collection and guiding questions are
provided to help guide conversations of a self-study team.
keywords: intensive summer reading program; personal reading plans; promotion policies
Shanahan, T. (2005). The National Reading Panel Report: Practical advice for teachers. Learning Point Associates.
https://eric.ed.gov/?id=ED489535
This resource offers guidance for educators seeking to implement evidence-based reading instruction.
keywords: comprehension; fluency; phonemic awareness; phonics; phonological awareness; vocabulary
Shanahan, T., Callison, K., Carriere, C., Duke, N. K., Pearson, P. D., Schatschneider, C., & Torgesen, J. (2010). Improving
reading comprehension in kindergarten through 3rd grade: A practice guide (NCEE 2010-4038). Washington, DC:
National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S.
Department of Education. https://ies.ed.gov/ncee/WWC/Docs/PracticeGuide/readingcomp_pg_092810.pdf
The goal of this practice guide is to offer educators evidence-based recommendations that address the teaching
of reading comprehension to students in kindergarten through third grade. The guide provides information on
related to teaching reading comprehension and is based on the best available evidence as judged by the authors.
keywords: comprehension
Stead, T. (2014). Nurturing the inquiring mind through the nonfiction read-aloud. The Reading Teacher, 67(7), 488–495.
https://doi.org/10.1002/trtr.1254
This article shares resources to support literacy development through simultaneously honoring student
motivation and interest. This article also informs about the “Reading and Analyzing Nonfiction Strategy “which is
a strategy to support reading comprehension.
keywords: background knowledge; comprehension
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Teaching books (n.d.). Beginning / early reader collection.
https://school.teachingbooks.net/tb.cgi?go=1&isAdv=1&keyword_type1=title&genre=BRD
This is a free resource for Wisconsin educators that identifies authentic texts to support phonological awareness
and phonics.
keywords: phonics; phonological awareness
Unite for Literacy (2020). Unite. https://www.uniteforliteracy.com/
Unite for Literacy is a digital library that offers free access to over 400 picture books organized by topics. One-
fourth of the books are written in Spanish. The digital books provide audio narrations in more than 40 languages,
spoken by native speakers. The books have been intentionally curated to represent all genders, races, national
origins, disabilities, and ages.
keywords: building background knowledge; comprehension; multilingual learners; oral language; personal
reading plans; vocabulary
University of Massachusetts. (2016). Doors to the world. https://doors2world.umass.edu/
This free website aims to help educators provide global experiences for students through critical engagement
with culture as represented within children’s literature. Educators will find many resources on the site including
reflection questions to support text selection. There are also multimodal resources to support literacy teaching
and learning using a variety of multicultural texts and topics.
keywords: building background knowledge; comprehension
Wisconsin Department of Public Instruction (2020). Instructional practice guide for equitable teaching and learning in
English Language Arts. https://dpi.wi.gov/ela/instruction/instructional-practice-guides.
Advancing educational equity requires intentionally building a system that meets the needs of all learners. These
guides, organized by grade bands, were created on the foundation that every learner is entitled to high quality
instruction and support, including those who have not yet met grade level standards and those who would benefit
from additional challenge. These practice guides recognize universal instruction as an impactful way to ensure
mastery of educational standards for every learner.
keywords: building background knowledge; explicit instruction; fluency; phonemic awareness; phonics;
phonological awareness; systematic instruction; writing
Wisconsin Act 20 Curriculum Crosswalk Toolkit; March 2024, v1.0 23
Wisconsin Department of Public Instruction. (n.d.). Literacy practices bank.
https://dpi.wi.gov/reading/literacy-practices-bank
The literacy practices banks offer many resources that can be used to support foundational reading skills in
grades 5K-3 including lessons, instructional frameworks, and assessments.
keywords: comprehension; fluency; oral language; phonemic awareness; phonics; vocabulary; writing
Wisconsin Department of Public Instruction. (2020). Module 1: Introduction to the foundational reading skills tool (FRST,
2020). https://dpi.wi.gov/reading/professional-learning/reading-foundational-skills
This 45-minute learning module offers an introduction to a six-part series related to foundational reading skills.
The module explains the following: Wisconsin’s model representing the reading process; an overview of the
Foundational Reading Skills Tool (FRST); explicit instruction; and an overview of Wisconsin's Strategic Assessment
System.
keywords: systematic instruction; explicit instruction
Wisconsin Department of Public Instruction. (2020). Module 2: Phonological awareness.
https://dpi.wi.gov/reading/professional-learning/reading-foundational-skills
This 70-minute webinar is the second module within WI DPI’s six-part foundational reading skills series. This
module explains systematic and explicit instruction in phonological awareness. The module also explores
systems-level thinking from a Wisconsin literacy coach.
keywords: explicit instruction; phonological awareness; systematic instruction
Wisconsin Department of Public Instruction. (2020). Module 3: Phonemic awareness.
https://dpi.wi.gov/reading/professional-learning/reading-foundational-skills
This 70-minute webinar is the third module within a six-part series related to foundational reading skills. The
module builds background knowledge about phonemic awareness, defines systematic instruction in phonemic
awareness, highlights connections to the FRST, shares examples of explicit instruction in phonemic awareness,
and informs about tools to assess phonemic awareness.
keywords: explicit instruction; phonemic awareness; systematic instruction
Wisconsin Department of Public Instruction. (2020). Module 4: Alphabetic principle and phonics.
https://dpi.wi.gov/reading/professional-learning/reading-foundational-skills
This is the fourth module in a six-part series related to foundational reading skills. The module builds background
knowledge about the alphabetic principle and phonics.
keywords: explicit instruction; phonics; systematic instruction
Wisconsin Act 20 Curriculum Crosswalk Toolkit; March 2024, v1.0 24
Wisconsin Department of Public Instruction. (2020). Module 5: Shared reading.
https://dpi.wi.gov/reading/professional-learning/reading-foundational-skills
This 60-minute webinar is the fifth module within a six-part series related to foundational reading skills. The
module builds background knowledge about how to use shared reading as a vehicle to support reading.
keywords: comprehension; explicit instruction; fluency; phonics; phonological awareness; vocabulary
Wisconsin Department of Public Instruction. (2020). Module 6: Shared and interactive writing.
https://dpi.wi.gov/reading/professional-learning/reading-foundational-skills
This 70-minute webinar is the sixth module within a series related to foundational reading skills. The module
offers knowledge about how to use shared and interactive writing as vehicles to support reading and writing.
keywords: comprehension; explicit instruction; phonemic awareness; phonics; phonological awareness; writing
Wisconsin Department of Public Instruction. (2020). Wisconsin standards for English language arts.
https://dpi.wi.gov/ela/standards
The Wisconsin Standards for ELA specify what students should know and be able to do in the classroom.
Appendix 2 provides informs about decoding, encoding, fluency, phonological awareness, and phonemic
awareness.
keywords: comprehension; fluency; oral language; phonemic awareness; phonics; phonological awareness;
vocabulary; writing
Wright T. S. (2019). Reading to learn from the start: The power of interactive read-alouds. American Educator, 42(4), 4
40. https://files.eric.ed.gov/fulltext/EJ1200226.pdf
This article reports on research-informed strategies to support early literacy through building background
knowledge during interactive reading.
keywords: background knowledge; comprehension; vocabulary
UnboundEd. (n.d.). Building fluency: A guide to grades K-2 ELA standards.
https://lessons.unbounded.org/content_guides/13/building-fluency-unbound-a-guide-to-grades-k-2-ela-
standards
This resource offers instructional strategies to support fluency in the K-2 ELA block.
keywords: fluency (k-2)
Wisconsin Act 20 Curriculum Crosswalk Toolkit; March 2024, v1.0 25
UnboundEd. (n.d.). Building fluency: A guide to grades 3-5 ELA standards.
https://lessons.unbounded.org/content_guides/14/building-fluency-unbound-a-guide-to-grades-3-5-ela-
standards
This resource offers instructional strategies to support fluency in the 3-5 ELA block.
keywords: fluency (3-5)
UnboundEd. (2016). K-2 elements of aligned ELA instruction chart.
https://lessons.unbounded.org/downloads/20619/pdf_proxy/ELA_Grades_K-2_UnboundEd_Reading_Chart.pdf
This document highlights elements of K-2nd grade instruction and supports educators in identifying gaps,
strengthening instruction, and improving alignment.
keywords: comprehension; fluency; oral language; phonics; spelling; vocabulary; writing
UnboundEd. (2016). 3-5 elements of aligned ELA instruction chart. https://lessons.unbounded.org/other/8591
This document highlights elements of 3rd-5th grade instruction and supports educators in identifying gaps,
strengthening instruction, and improving alignment.
keywords: comprehension; fluency; oral language; phonics; phonological awareness; vocabulary; writing
Wisconsin Act 20 Curriculum Crosswalk Toolkit; March 2024, v1.0 26
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Elman J. L. (2011). Lexical knowledge without a lexicon?. The Mental Lexicon, 6(1), 1–33.
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Foorman, B., Beyler, N., Borradaile, K., Coyne, M., Denton, C. A., Dimino, J., Furgeson, J., Hayes, L., Henke, J.,
Justice, L., Keating, B., Lewis, W., Sattar, S., Streke, A., Wagner, R., & Wissel, S. (2016). Foundational skills
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for Education Evaluation and Regional Assistance (NCEE), Institute of Education Sciences, U.S.
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Goodwin, A. P., & Ahn, S. (2013). A meta-analysis of morphological interventions in English: Effects on literacy
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Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S.
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Appendix A
Glossary
Accuracy (as related to reading fluency in WI Act 20) refers to the “ability to recognize and read words correctly” (WI DPI,
2020a, p. 40; WI DPI, 2020b, p. 76).
Alphabetic principle (as related to phonics in WI Act 20) refers to “the concept that letters and letter combinations
represent individual phonemes (sounds) in written words” (WI DPI, 2020a, p. 38).
Automaticity (as related to reading fluency in WI Act 20) refers to the ability to decode printed words correctly and at an
appropriate rate (WI DPI 2020a, p. 40; WI DPI, 2020b, p.76).
Background knowledge refers to the “information that children learn and store in their memories, including details about
themselves, other people, objects, and the surrounding world, encompassing beliefs, values, rules, and expectations
within children's cultures, environments, and languages” (National Center on Early Childhood Development, 2022, p. 3).
Comprehension refers to “making meaning of what is viewed, read, or heard. Comprehension includes understanding
what is expressed outright or implied as well as interpreting what is viewed, read, or heard by drawing on one's
knowledge and experiences. Comprehension may also involve application and critical examination of the message in
terms of intent, rhetorical choices, and credibility (International Literacy Association, n.d.).
Curriculum refers to a collection of district required instructional materials, activities, and assessments used by educators
in order to support students in reaching proficiency in academic standards. A curriculum includes a scope and sequence
and/or pacing guide that organizes and groups the academic standards in meaningful ways for teachers and students (WI
DPI, n.d.).
Decoding (as related to phonics in WI Act 20) refers to “translating a word from written symbols into speech through
blending sounds to make a word” (WI DPI, 2020b, p. 76).
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Encoding (as related to phonics in WI Act 20) refers to translating speech sounds into written symbols through using
knowledge of sound-symbol correspondences (WI DPI, 2020b, p.76). Encoding also involves “hearing a whole word,
matching speech/phoneme to print/grapheme, and writing the whole word, ultimately, with the correct spelling” (WI DPI,
2020b, p. 76).
Evidence-based practices refers to practices, programs, and procedures for teaching literacy that are grounded in
research and are in alignment to a school’s and district’s population and values (WI DPI, 2017).
Explicit instruction refers to the gradual release of responsibility model (GRR). In order to meet the end goal of self-
regulated independent practice, teachers use a cycle of clear and memorable teaching and learning including explaining,
modeling, and offering guided practice with continuous precise feedback (WI DPI, 2020a).
Fidelity refers to performing in the “manner that the author or publisher of a program or assessment intends” (WI Act 20,
Section 16, 2023). WI Act 20 requires that school boards and operators of independent charter schools administer
screening and diagnostic assessments with fidelity. Educators also must keep in consideration fidelity to the child. To
ensure fidelity to a student, an educator differentiates instruction based on the strengths and needs of individual
students.
Funds of knowledge refers to the life experiences, “skills, and learning that have been historically and culturally developed
to enable an individual or household to function within a given culture” (WI DPI, n.d., p.2).
High-quality instruction refers to “curricula, teaching practices, and learning environments that are standards-based,
evidence-based, engaging, differentiated, culturally responsive, and data driven” (WI DPI, 2017, p. 18).
Identifying phonemes (as related to phonemic awareness in WI Act 20) refers to listening to multiple words and
identifying which words have similar beginning, middle, and/or ending sounds (WI DPI, 2020b, p. 82). For example, if an
educator shares the words mix, mouth, monster, students should be able to identify that the similar sound in each word is
the first sound, /m/.
Instructional materials refer to texts (e.g., books, articles, videos), assessments, and other materials (e.g., graphic
organizers) used to support learning. High-quality instructional materials are aligned to standards, are coherent both
horizontally across a grade-level and vertically from grade-level to grade-level and offer supports for all students to
access and engage with grade-level work. Many sets of standards-aligned, high-quality instructional materials include
embedded assessments, supports for students, a scope and sequence, and a pacing guide, and therefore, may be
considered curriculum (WI DPI, n.d.).
Wisconsin Act 20 Curriculum Crosswalk Toolkit; March 2024, v1.0 31
Isolating phonemes (as related to phonemic awareness in WI Act 20) refers to listening to a spoken word and isolating the
first, middle, and/or last phonemes (sounds) (WI DPI, 2020b, p. 83). For example, in the word ship, students should be able
to identify the first sound in the word as /sh/, the middle sound as /i/, and the last sound as /p/.
Lexical knowledge refers to the knowledge about the use and properties of words (Elman, 2011).
Manipulating (adding, substituting, deleting) phonemes (as related to phonemic awareness in WI Act 20) refers to listening
to a spoken word and then changing individual phonemes (sounds) to produce a new word. This includes adding
phonemes (e.g., add /th / to ink to make think), substituting phonemes (e.g., change /r/ in rope to /m/ to make mope), or
deleting phonemes (e.g., delete /p/ in park to make ark) (WI DPI, 2020b, pp. 82-83).
Morphological knowledge refers to awareness of the smallest meaningful units (word parts) in a language (Foorman et al.,
2016; Goodwin & Ahn, 2013). For example, one who has strong morphological knowledge recognizes that the meaning of
a word can be altered based on adding or taking away base words, prefixes, suffixes, and grammatical inflections.
Onset and rime manipulation (as related to phonological awareness in WI Act 20) refers to changing parts of syllables or
monosyllabic words in spoken language. Onset refers to the initial consonant(s) before the vowel in a spoken word such
as the sound /cr/ in the word cream (WI DPI, 2020a, p. 42; WI DPI, 2020b, p. 82). Rime refers to the end part of a
word/syllable including the vowel and the letters that follow such as /eam/ in the word dream (WI DPI, 2020a, p. 42; WI
DPI, 2020b, p. 82). An example of onset and rime manipulation in the classroom would be to say the word star and ask
students to say the two parts (onset-/st/; rime-/ar/) slowly in order blend the sounds into the word (WI DPI, 2020b, p.
82).
Oral language development refers to developing a system of words and word combinations to communicate with others
through speaking and listening (Foorman et al., 2016; Kosanovich et al., 2020).
Orthographic knowledge (as related to phonics in WI Act 20) refers to the “understanding of how spoken language is
represented in print” (Apel et al., 2019).
Phonemes refer to the smallest parts of spoken language that are combined to create words (WI DPI, 2020b).
Phoneme blending (as related to phonemic awareness in WI Act 20) refers to “hearing the sounds in a spoken word,
putting the sounds together, and saying the word that is made” (WI DPI, 2020b, p. 83).
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Phonics refers to the “relationships between sounds and words; this includes alphabetic principle, decoding, orthographic
knowledge, encoding, and fluency” (WI Act 20, Section 11, 2023).
Phonemic awareness refers to the skills of “identifying, isolating, blending, segmenting, and manipulating (adding,
substituting, deleting) phonemes” (WI Act 20, Section 11, 2023).
Phonological awareness refers to the skills of word awareness, rhyme recognition, repetition and creation of alliteration,
syllable counting or identification, onset and rime manipulation (WI Act 20, Section 11, 2023).
Prosody (as related to reading fluency in WI Act 20) refers to the expression, intonation, and purposeful phrasing used to
give meaning to the text (WI DPI, 2020b, p.76).
Reading fluency refers to “reading with accuracy, automaticity, and prosody” (WI DPI, 2020b, p. 76).
Repetition and creation of alliteration (as related to phonological awareness in WI Act 20) refers to “repeating beginning
sounds during word play” (WI DPI, 2020b, p. 81).
Rhyme recognition (as related to phonological awareness in WI Act 20) refers to the awareness of words that rhyme and
words that do not rhyme (WI DPI, 2020b, p. 81).
Science-based early reading refers to systematic & explicit instruction that consists of at least all of the following:
phonological awareness, phonemic awareness, phonics, building background knowledge, oral language development,
writing, comprehension, vocabulary building, reading fluency (WI Act 20, Section 11, 2023). Science-based reading
mandates prompting for phonics when teaching word solving.
Segmenting phonemes (as related to phonemic awareness in WI Act 20) refers to breaking down words into smaller parts.
For example, the word socks include the following sounds: /s/ /o/ /k/ /s/ (WI DPI, 2020b, p. 83).
Syllable counting or identification (as related to phonological awareness in WI Act 20) refers to “counting each unit of
speech organized around a vowel letter” (WI DPI, 2020b, pp. 81-82).
Systematic implementation refers to “programs, practices, roles, and expertise aligned and coordinated into an
interdependent whole to ensure every learner benefits equitably from access, opportunity, and support across the
school and district” (WI DPI, 2017, p. 21).
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Systematic instruction refers to “intentionally teaching identifiable skills within a scope and sequence” (WI DPI, 2020a, p.
44).
Three-cueing refers to “any model, including the model referred to as meaning, structure, and visual cues, or MSV, of
teaching a pupil to read based on meaning, structure and syntax, and visual cues or memory” (WI Act 20, Section 11,
2023).
Vocabulary building to develop lexical and morphological knowledge refers to instruction related to expressive (words said
& produced) and receptive vocabulary (words heard & understood) with the purpose of expanding students' knowledge
of words and their meanings (Kosanovich, 2020, p. 1; UNESCO, 2020).
Word awareness (as related to phonological awareness) refers to recognizing word boundaries. For example, counting
the number of words in a phrase or sentence (WI DPI, 2020b, p. 81).
Writing refers to the “process through which people communicate thoughts and ideas… can include beginning scribbles,
drawings, random letter strings, single-letter spellings, invented spelling, or complete sentences and paragraphs… also
can include students dictating ideas to an adult or peer for transcription” (Graham et al., 2018, p. 42).