Curiosity Meets Literacy

 

For the past three years, Friends Seminary’s Lower School has been engaged in a collective effort to refine and reimagine how reading is taught. What began with curiosity about the evolving science of reading—and how best to align instruction with the latest research—has grown into a shared, division-wide approach that reflects both evidence and the School’s child-centered values.

Rather than adopting a single model, Friends’ work is informed by current research and responsive to new thinking about how children become readers. Central to this is Nell Duke’s Active View of Reading, which emphasizes that reading is a complex process involving not only phonics and decoding, but also language, background knowledge, and motivation. This perspective has guided faculty in blending explicit instruction with rich, engaging opportunities for meaning-making.

This initiative is now in its third year, and all Lower School educators are engaged. A literacy consultant was a valued partner in this work, coaching teachers in multisensory, structured language practices that make instruction clear, intentional, and joyful. And over the summer, faculty and staff devoted their collective efforts to revisiting the curriculum already in place and refining it for greater coherence and impact. 

The work continues in classrooms through a daily literacy block that balances systematic skill development with small-group practice, read-alouds, and opportunities for inquiry. Consistency across grades ensures that every child experiences a cohesive learning journey, while teachers maintain the flexibility to meet individual needs.

Informed by research and rooted in Quaker values of reflection, care, and stewardship, Friends Seminary’s literacy initiative reflects a shared vision: cultivating readers who are confident, curious, and ready to engage the world through words.