Literacy Masterminds

Improve decoding and fluency with our flipped PD on implementing
high-impact literacy routines.

 

Our flipped PD provides an engaging and effective alternative to one-stop, sit-and-get PD to help teachers incorporate
evidence-based instructional practices into their teaching.

Literacy Masterminds are a twelve-week flipped PD experience that gives educators access to step-by-step implementation plans and support with specific strategies that are aligned to the
science of teaching reading.

 

It includes a mix of asynchronous and synchronous PD support:

  • Asynchronously, participants log on to our platform weekly to watch PD videos, complete readings, participate in discussion forums, and receive assignments, all of which build towards full implementation of an evidence-based teaching strategy.
  • Synchronously, teachers participate in weekly Zoom calls with grade-level peers to reflect on their progress, share ideas, and build a community of practice across schools. 

After the past few years of disrupted learning,
students are in urgent need of evidence-based literacy instruction.

Without it, the disparity in reading achievement will only continue to increase.

Our PD focuses on evidence-based practices such as targeted formative assessments, needs-based grouping,
systematic phonics instruction, and regular exposure to grade-level texts, so teachers will be able to effectively support their students
and improve literacy achievement.

 We break down high-impact literacy routines into bite-sized steps to try each week, leading to full implementation of:

*A five-part structured literacy lesson (grades K-2)
*A multi-day fluency routine for whole class, partner, and independent time (grades 3-12)
*A five-step advanced decoding routine for multisyllabic words (grades 3-12)

Overview

Literacy Masterminds is a twelve-week virtual professional development for K-12th grade teachers that offers step-by-step implementation support with specific evidence-based strategies that align to the science of teaching reading and high-quality curriculum.

By blending synchronous and asynchronous professional learning, teachers learn alongside grade-level peers and have a supportive environment to ask questions, receive feedback, and confidently implement small group instruction in their classrooms.

online courses

Weekly synchronous and asynchronous touchpoints to
learn, plan, try, and collaborate.

Our flipped PD provides a supportive, teacher-driven environment for educators to learn about, exchange ideas, and modify their
literacy instruction to support students’ ever-evolving needs with practices aligned to the science of reading.

 

Teachers need a safe space with time to meet with grade-level colleagues, trade ideas, plan, and collaborate.

Our weekly PLCs aren’t a typical Zoom webinar.

We prioritize talking, collaborating, and the sharing of ideas, with ample time for participants to dig into reading data, plan for student misconceptions, and practice lessons.

When it comes to professional development,
our vision is that teachers:

  • Feel respected as adult learners and have time to learn on their own as well as with peers.
  • Are provided with regular support from colleagues and experts when trying new strategies with students.
  • Can receive regular, tailored feedback on implementation concerns and student needs.
  • Participate in PD that is specific to their grade-level, curriculum, and formative assessments, and is based on only the most evidence-based strategies and relevant sources of information.
  • Can regularly connect with grade-level peers to brainstorm and reflect on their learnings.
  • Have a supportive community of peers that is learning, experimenting, and implementing alongside them so they can improve and grow together.

Our flipped PD is right for you if . . .

  • You have students who are not reading fluently, who struggle with decoding words, or who find it challenging to read aloud.
  • You have “small group instruction” as part of the literacy block, but your teachers aren’t sure how to design instruction to meet the needs of your students.
  • Your teachers never received training on foundational reading instruction and want to know more about how to help their students becoming skilled readers
  • Your teachers aren’t sure what to do with the reading assessment data they’re being asked to collect.
  • You have students who have not made progress on their reading assessments between benchmark periods.
  • Your teachers are tired of sitting through typical large-group PD sessions and crave a small group approach to adult learning that offers responsive support as they try new strategies.

See what people are saying about Literacy Masterminds!

“It was really helpful to have a concrete plan about how to teach fluency when time is already scarce as it is. It truly makes me really excited and pumped to get started and move my kids.”

“Great to connect with colleagues about real challenges and generate potential next steps in such a short amount of time.”

“The time to adapt what we are learning about to our own specific circumstances was useful, as well as the support provided as we worked.”

“It was helpful to talk specifically with colleagues about their classroom experiences — seeing the learning put into action is inspiring!”

One-stop, large group PD isn’t enough.

Whether within a district or across school classrooms, students’ ability to access targeted literacy instruction depends on the teacher’s knowledge of evidence-based literacy instruction and the teacher’s access to implementation support.

Although the solution is to provide PD — large-group PD often comes with challenges:

  • Participants may not have time to have their questions answered in a group setting.
  • Participants have limited opportunities to submit assignments and receive tailored feedback.
  • The learnings are not grade-specific or fail to account for students’ specific needs.
  • Participants aren’t provided with meaningful support on how to implement the PD strategies with their students.

With these challenges in mind,
we’ve developed a more manageable way for teachers to access evidence-based literacy strategies, receive support, collaborate with their peers, and ultimately implement their learnings in their classrooms.

 

Introducing:
Literacy Masterminds

Literacy Masterminds is our flipped PD model that provides teachers with the time and space to learn, adapt strategies to their classrooms, collaborate with grade-level peers, and overall build towards
full implementation of an evidence-based teaching routine.


In a group
, teachers participate in weekly live Zoom calls with the course instructors and are given access to step-by-step implementation plans so that key literacy routines are fully integrated into their class curriculum.

On their own, teachers log onto our platform weekly to watch short and engaging PD videos that are digestible, manageable, and only teach the most recent strategies and relevant sources of information. They’ll also complete readings, participate in discussions, and receive assignments that include planning lessons and trying strategies with students.

Unlike typical PD webinars, our live calls are teacher-driven.
Teachers are given space to reflect, exchange ideas, and troubleshoot together — helping them feel less isolated and make meaningful connections with other grade-level teachers across school campuses.
Together, they’ll build a community of learners that lasts long beyond the Mastermind.

Three topics, each focusing on a
different high-impact literacy routine:

Structured Literacy for All Learners (K-2)

By the end of this series, participants will be able to:

  • Administer and analyze a decoding and encoding diagnostic assessment.
  • Demonstrate understanding that not all written languages are alphabetic, that many alphabetic languages are more phonetically regular than English, and that English learners’ literacy development in English is affected by these factors.
  • Explicitly and effectively teach concepts of word recognition and phonics; apply concepts to reading single words, phrases, and connected text.
  • Use student data and a phonics scope and sequence to plan and effectively teach targeted phonological awareness, sound spelling correspondence, decoding instruction
  • Plan and effectively teach the connected text portion of the structured literacy lesson using decodable texts that position students to cumulatively practice the phonics skills that they have already learned.
  • Know the difference between “high frequency” and “irregular” words; use the Heart Word method to introduce and practice high frequency words.
  • Articulate the components of reading, their connection to decoding and comprehension, and how they are related to the Simple View of Reading and Scarborough’s Reading Rope.
  • Describe the brain processes involved in how students learn how to read and spell, and how these reciprocal processes influence instruction
  • Define terms and concepts such as phonemic awareness, orthographic mapping, phoneme, grapheme, digraph, and morpheme.

Accelerating Reading Growth Through Fluency (3-12)

By the end of this series, participants will be able to:

  • Administer oral reading fluency assessments to evaluate accuracy, rate, and prosody.
  • Interpret the results of ongoing assessments in reading fluency and to use the results to inform instructional planning and delivery, including differentiation strategies, groupings, and interventions.
    • Demonstrate knowledge of key concepts related to reading fluency, including:
    • the key indicators of fluency (i.e., accuracy, rate, and prosody);
    • the role of automaticity in reading fluency;
    • interrelationships between prosody and comprehension;
    • the relationship of fluency to the Simple View of Reading and Scarborough’s Reading Rope.
  • Apply knowledge of strategies for addressing common factors that disrupt reading fluency, such as:
    • limited phonics knowledge;
    • lack of automaticity in key decoding skills;
    • limited recognition of grade-level, high-frequency words;
    • unfamiliarity with a text’s content, vocabulary, and/or grammatical structures).
  • Plan and effectively teach a regular fluency routine that engages students in a mix of whole group, small group, partner, and independent practice.
  • Use a variety of research-based techniques to improve all aspects of fluency, such as repeated readings of passages, choral/echo reading, phrase-cued reading, and oral reading with a partner.

Targeting Reading Needs with Advanced Decoding Instruction (3-12)

By the end of this series, participants will be able to:

  • Administer oral reading fluency assessments to evaluate accuracy, rate, and prosody.
  • Interpret the results of ongoing assessments in reading fluency and to use the results to inform instructional planning and delivery, including differentiation strategies, groupings, and interventions.
    • Demonstrate knowledge of key concepts related to reading fluency, including:
    • the key indicators of fluency (i.e., accuracy, rate, and prosody);
    • the role of automaticity in reading fluency;
    • interrelationships between prosody and comprehension;
    • the relationship of fluency to the Simple View of Reading and Scarborough’s Reading Rope.
  • Apply knowledge of strategies for addressing common factors that disrupt reading fluency, such as:
    • limited phonics knowledge;
    • lack of automaticity in key decoding skills;
    • limited recognition of grade-level, high-frequency words;
    • unfamiliarity with a text’s content, vocabulary, and/or grammatical structures).
  • Plan and effectively teach a regular fluency routine that engages students in a mix of whole group, small group, partner, and independent practice.
  • Use a variety of research-based techniques to improve all aspects of fluency, such as repeated readings of passages, choral/echo reading, phrase-cued reading, and oral reading with a partner.

This PD is right for your school or district if . . .

  • You have teachers who never received training on foundational reading instruction and want to know more about the role this plays in your students becoming skilled readers.
  • Your teachers aren’t sure what to do with the reading assessment data they’re being asked to collect.
  • You have students who are not reading fluently, who struggle with decoding words, or who find it challenging to read aloud.
  • You have students who are not making progress on their reading assessments.
  • Your teachers are tired of sitting through typical large-group PD sessions and crave a small group approach to adult learning that supports them through implementation of new strategies.

Our PD model is most beneficial for:

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Schools that have a large number of teachers who are new to the science of teaching reading and evidence-based practices such as needs-based small group instruction, text-dependent instruction, systematic phonemic awareness, and phonics instruction. 

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Schools with teachers who could benefit from more support on implementation, a place to ask questions, connect with grade-level peers, and see lasting results from their PD hours.

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Schools that don’t have a literacy coach or instructional leader with a deep knowledge of literacy.

 

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Schools with a high teacher to literacy coach ratio whose literacy coach isn’t able to provide all teachers with regular support.

If this is you, we’d love to hear from you!

To inquire about bringing Literacy Masterminds to your
school or district,
contact us below!

Literacy Masterminds Flipped PD Inquiry Form

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