From Play to Proficiency
Early literacy represents more than learning how to read. It is the foundation for how students communicate, think, learn, and build confidence at the start of their educational journey.
The early childhood years, from ages 2 to 7, are a critical stage of brain development when children begin to transition from “learning how to read” to “reading to learn”, making early literacy one of the most crucial investments a school district can make.
One of MUSD’s priorities is strengthening alignment across Transitional Kindergarten (TK) through Third grade, known as “TK-3 Alignment”. This ensures our curriculum, standards, and teaching strategies build intentionally upon one another, creating a strong, uninterrupted foundation in early literacy and math.
A critical piece of TK-3 Alignment is MUSD’s TK program. As more families recognize the value of this early-start program, TK enrollment has surged, increasing by 342% since 2021! To support this massive influx of young learners, Manteca Unified has worked swiftly to scale the program to meet enrollment needs.
Scaling the program requires more than just adding desks and classrooms. TK spaces are designed specifically for 4-year olds and what their developmentally appropriate education should look like. These environments are engineered for discovery, interaction, and guided play.
In TK, play is the primary vehicle for academic growth. Through guided interaction with strategic materials, students are actively developing vocabulary, number sense, social-emotional skills, and problem-solving abilities.
“TK should not look the same as a Kindergarten class,” said Tsehai Russell, TK-3 Alignment Specialist. “With TK, we want to allow students a lot of room for self-exploration, whether it’s self-guided or teacher-guided.”
Growing a TK program also means equipping classrooms with qualified, early learning teachers. Because TK looks different than traditional grades, teachers must feel completely confident leading this unique, play-based style of instruction. To build this capacity, Russell led ongoing professional development for all new and veteran TK teachers, ensuring the play-based model was implemented with fidelity so that 4-year-olds would be prepared for kindergarten.
“We truly care about our teachers, and it’s imperative they feel comfortable in the classroom,” said Early Learning Coordinator Jannette Price. “It is necessary for student success.”
As enrollment in TK increases, educators see greater differences between students who have participated in the program and those who have not. Students who have completed TK are entering Kindergarten more confident and prepared with stronger literacy and social skills.
One notable outcome has been TK’s impact on multilingual learners. Because of the language-rich environment TK classrooms provide, students who speak a primary language other than English at home are now becoming proficient English speakers before entering Kindergarten. This is especially important because students are developing English proficiency early, often before language becomes a barrier.
“This success is a huge testament to how effective TK is,” added Suzanne McCreath, Director of Elementary Education. "Students are entering Kindergarten ready to access reading and grade-level content alongside their peers."
TK-3 Alignment culminates in 3rd grade, when a student makes the critical transition from “learning to read” to “reading to learn.” Research shows that if this crucial milestone is missed, students often face long-term academic struggles. By prioritizing TK-3 Alignment, we ensure our youngest learners develop the foundational skills they need, so every student is reading by 3rd grade.