Get Ready! Language, Literacy, Content is based on scientifically proven language pedagogy and deep attention to literacy development grounded in the Science of Reading (SoR), which serves as the foundation for effective reading and language instruction. The curriculum is intentionally designed for secondary-age multilingual learners, particularly Newcomers and students designated at Entering or Emerging proficiency levels (per WIDA or other ELD assessments), including those with Limited or Interrupted Formal Education (SLIFE). In secondary contexts, the Science of Reading continues to emphasize the five pillars of literacy: phonemic awareness, phonics, fluency, vocabulary, and comprehension. Research shows that even at the secondary level, phonological awareness and phonics remain essential, particularly as students encounter complex multisyllabic words that require both morphology and graphophonemic strategies for decoding (Hougen, 2015; CDE, 2022). Therefore, Get Ready! incorporates ongoing instruction in these areas while simultaneously fostering vocabulary development, fluency, and text comprehension—skills that are vital for academic success. Statistics demonstrate the urgency of this work: according to the Alliance for Excellent Education, one in four secondary students struggle to read and comprehend textbook material, and the Nation’s Report Card (NAEP, 2019; 2022) shows that one-third of secondary students perform below a basic reading level. For multilingual learners, literacy development is even more multifaceted as they must navigate across language domains—listening, speaking, reading, and writing—while acquiring English. Literacy for today’s learners also encompasses digital, disciplinespecific, and career-and-technical education literacies, each demanding specific vocabulary, syntax, and comprehension strategies. For Newcomers, this must be broken down into accessible chunks where they learn and grow at their linguistic pace. Get Ready! positions students at the center of every conversation and component. Lessons are framed through an asset-based perspective, capitalizing on the funds of knowledge that multilingual learners bring from their communities and homes (Gonzales, Moll & Amanti, 2005; Moll, 2019). These out-of-school literacies are made visible and are leveraged in the classroom as academic strengths. Instructional design within Get Ready! addresses not only academic content standards but also language development standards, ensuring that language and content learning are integrated with rigor. Recognizing that language acquisition differs from language learning (Krashen, 1982), the curriculum creates environments that reduce the "affective filter," promoting emotional safety and engagement. When multilingual learners feel less anxious and more confident, they are more likely to participate actively and achieve success. Every lesson includes differentiation, scaffolding for students needing extra support, and amplification for those ready for greater challenges, including gifted learners and dually identified students with disabilities. Get Ready! moves students from survival English to academic proficiency by designing meaningful, cognitively demanding tasks that promote both language and content mastery. Understanding that secondary students must develop advanced literacy skills, Get Ready! applies multicomponent strategies that extend beyond isolated skill drills to activities that challenge learners’ thinking and foster engagement. The process of literacy development for multilingual learners is nonhierarchical and non-linear requiring a dynamic approach that supports their ongoing growth in language and academic content knowledge. 26 PHILOSOPHY AND RESEARCH
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