A Schedule Shift That Strengthened Literacy

When West Aurora School District adopted a comprehensive literacy program, leaders used the moment to look closely at how students spent their instructional day. They wanted to ensure that every minute helped students grow as readers, thinkers, and communicators. As they examined the schedule, they noticed something familiar. Social studies topics were present in the literacy materials, yet they did not reach the depth or disciplinary rigor the district believed students needed.

Leaders saw an opportunity. In order to guarantee social studies had the time it deserved, they created a dedicated 50-minute Special once a week for every K–5 student. This change allowed teachers to focus on disciplinary ideas, civic reasoning, and meaningful discourse while still supporting the district’s literacy goals. Inquiry Journeys (K–5 social studies curriculum) became the high-quality instructional materials teachers used to bring this vision to life.

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“We Really Wanted Students Curious”

Before searching for materials, the district aligned on its instructional vision. Leaders wanted students who could ask thoughtful questions, work through complex ideas, and stay curious when new information challenged their assumptions.

Lindsay Hall, K–5 Science, Social Science, and SEL District Administrator, explained the district’s thinking: “We were thinking about the student leaving West Aurora and going out into the world. What skills do we want them to have? We really wanted students to be curious. We wanted them to really enjoy getting new information, enjoying a challenge when you are learning new information, but also being able to critically think.”

This vision required more than content coverage. It required time and structures where students could read, talk, write, and reason through real problems with support. That became the purpose of the new social science block.

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Vocabulary Growth Through Real Thinking and Talk

Once implementation began, teachers quickly noticed how Inquiry Journeys supported literacy development. Students were reading multimodal sources, analyzing evidence, and discussing ideas with partners. The routines gave them repeated opportunities to practice academic language in ways that felt purposeful.

“The academic vocabulary that they are using has just been amazing for teachers to hear and see,” Hall said. Rather than isolated vocabulary instruction, students encountered and applied new terms inside investigations. They used language as a tool for thinking, not just as something to memorize. 

This shift helped teachers see the social science block as a contributor to literacy growth. Students were practicing comprehension skills, using evidence in conversation, and developing clarity in oral and written communication.

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Engagement That Comes from Challenge

District leaders hoped the work would feel engaging, but they did not expect the level of enthusiasm that appeared within the first months. Students were energized by the complexity of the tasks. They were eager to debate ideas, share discoveries, and draw connections. “This is another kind of fun for them to actually be able to find joy in this complexity of work and content,” Hall said. 

The joy came from being trusted with meaningful work. Whether it was sorting sources, generating questions, or participating in structured discussions, students felt part of something that mattered. This kind of engagement did not require extra incentives. It grew naturally from the experience of learning alongside peers and tackling challenging problems together.

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A First-Grade Survival Plan That Went Home

One first-grade Inquiry unit asked students to explore human needs and survival. Students studied examples, discussed environmental challenges, and created their own survival plan that included explanations and visuals. The task invited both reasoning and communication, and it gave students a sense of ownership over their ideas.

“We found out that the student went home and presented this survival plan to her parents at dinner, and got on the phone with grandma and shared her presentation with grandma about her survival plan,” Hall reflected, as she shared a moment that demonstrated the reach of this learning.

This kind of transfer is an important marker for literacy success. The student was able to explain her thinking, use newly acquired vocabulary, and communicate confidently with real audiences. The task stuck with her not because it was cute or decorative, but because it required her to apply what she understood.

“The academic vocabulary that they are using has just been amazing for teachers to hear and see."

Fifth Graders That Want More Social Studies

Fifth graders, who were experiencing the new model for the first and only time before entering middle school, expressed a sentiment that caught their teachers by surprise.

“We had a couple fifth graders the other day tell a teacher that they are so sad that they only get one year of this. They are like, why did you just start this now? ” Hall shared.

Their reaction illustrated something simple but important. When students find learning meaningful, they want more of it. When the routines feel accessible and the content feels relevant, they remain engaged even when the work is challenging.

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What District Leaders Can Learn from West Aurora

West Aurora’s decision to protect time for social science and use inquiry-based instruction helped the district meet multiple priorities at once. Students practiced vocabulary in context, engaged in structured discussion, and communicated ideas through writing and speaking. Teachers had routines that supported consistent implementation across classrooms. Families heard their children talking more at home about what they were learning.

Most importantly, students experienced the satisfaction of thinking deeply and expressing themselves clearly. They grew not only as young historians and geographers, but also as readers and communicators. 

This approach helped West Aurora bring its instructional vision to life. The result is a model where literacy and social science strengthen one another, and where students can thrive as curious, confident learners.

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Curious how an inquiry-based approach could support your district’s literacy goals? Inquiry Journeys, our K–5 social studies curriculum, could be the right fit for your district.

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