From Literacy Crisis to Classroom Transformation: Why I Want NYC Reads to Succeed

My name is Kate Gutwillig, and I am a New York City elementary school teacher. I was part of the group of educators who advocated for NYC Reads because I was deeply concerned about the literacy crisis in our city. For years, too many of our schools used ineffective methods, leaving New York students ranked 37th in fourth-grade reading scores on the National Assessment of Educational Progress (NAEP), with even more concerning disparities for our Black and Latino students.

When I first learned that NYC Reads would provide all elementary school students with high-quality ELA curricula options, I felt hopeful for one major reason: city leadership listened to educators. Now, we need them to continue listening to ensure this initiative succeeds, as it was intended.

As an educator in Phase 2 of the rollout and in my first year implementing the curriculum, I’ve seen bright spots and challenges that I hope city leaders will consider.

IMPLEMENTING NYC READS IN YOUR CLASSROOM? SHARE YOUR THOUGHTS HERE.

A Promising Start: NYC Reads’ Evidence-Based Approach

One of the most promising aspects of NYC Reads is that it’s grounded in how kids actually learn to read, covering the five foundational pillars of reading: phonemic awareness, phonics, fluency, vocabulary, and comprehension. 

I’ve already seen the impact of this approach in my classroom. For example, one of my fifth-graders, who was reading at a second-grade level, had a breakthrough during an Into Reading lesson on Greek mythology. For the first time, he was excited to read aloud and share his writing—a transformation that built his confidence and made reading feel like an adventure rather than a challenge. Moments like these reinforce my belief that NYC Reads, when executed well, could truly change lives.

Over time, I’ve also received more support in the form of coaching. An Expeditionary Learning coach now works with me and my colleagues for three consecutive days, culminating in a group-planned lesson that one of us teaches on the final day. This coaching has been beneficial, allowing us to collaborate and refine our skills.

Areas for Growth

Despite these bright spots, there are areas where support could be enhanced. While the coaching has been helpful, parts of our mandated professional development on Mondays can sometimes feel more evaluative than supportive. Instead of using this time to assess lesson preparation, professional development would be more engaging if it focused on collaboratively digging into content, planning lessons, troubleshooting challenges, or even observing other classrooms. Many educators would welcome opportunities to connect with colleagues across the city to problem-solve and share strategies. Building infrastructure that fosters real-time collaboration and learning among educators is key to supporting meaningful curriculum implementation.

An additional consideration for enhancing NYC Reads is to incorporate cultural institutions citywide. Imagine if students could visit museums, science centers, and historical sites related to their reading topics, such as animals, poetry, space, or American history. By providing free or discounted access, we could help students build connections between what they read and the world around them, deepening their passion not only for reading but for the content itself.

Lastly, educators would benefit from more resources for diverse learners, reducing the need to create materials from scratch. Establishing feedback loops for special education teachers could also ensure that their unique perspectives are included in the curriculum’s development.

Looking Ahead

Understandably, implementing an initiative of this magnitude comes with challenges. Still, we can elevate teacher voices to reinforce what’s working and address obstacles as they arise. By doubling down on bright spots and taking action to address challenges, city leaders can help ensure more students, like my fifth-grader, discover a love for reading.

With a new Chancellor stepping into leadership, there’s no better time for teachers, parents, and city leaders to rise to the occasion, work together, and create lasting change for our students. It’s a chance to validate the hope I felt when city leadership first listened to educators and announced NYC Reads.

 IMPLEMENTING NYC READS IN YOUR CLASSROOM? SHARE YOUR THOUGHTS HERE.