118.015 Reading instruction; early literacy curricula and instructional materials.
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118.015 Reading instruction; early literacy curricula and instructional materials.
(1)Purpose and intent. It is the purpose and intent of this section to provide for a developmental reading program for pupils at all grade levels.
(1c)Definitions. In this section:
(a)“Phonics” means the study of the relationships between sounds and words; this includes alphabetic principle, decoding, orthographic knowledge, encoding, and fluency.
(b)“Science-based early reading instruction” means instruction that is systematic and explicit and consists of at least all of the following:
1. Phonological awareness, including word awareness, rhyme recognition, repetition and creation of alliteration, syllable counting or identification, onset, and rime manipulation.
2. Phonemic awareness, including phoneme identification, isolation, blending, segmentation, addition, substitution, and deletion.
3. Phonics.
4. Building background knowledge.
5. Oral language development.
6. Vocabulary building to develop lexical and morphological knowledge.
7. Instruction in writing.
8. Instruction in comprehension.
9. Reading fluency.
(c)“Three-cueing” means 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.
(1m)Early literacy curricula and instructional materials.
(a)Beginning in the 2023-24 school year and annually thereafter, the council on early literacy curricula shall recommend to the department early literacy curricula and instructional materials for use in the following school year in grades kindergarten to 3. The council on early literacy curricula may recommend only early literacy curricula and instructional materials that satisfy the following criteria:
1. The curricula and instructional materials include all of the components of science-based early reading instruction.