Your teachers have taken a full year of science of reading PD
but still don’t know what to do with their students.
Now what?
Join our Weekly PLCs
that focus on the implementation
of high-impact literacy routines.
We focus on implementation, not theory.
Our PD is carefully designed for teachers to become comfortable analyzing data, assessing students, and using evidence-based literacy routines.
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
- A multi-day fluency routine for whole class, partner, and independent time
- A five-step advanced decoding routine for multisyllabic words
What teachers are saying:
Five topics, each focusing on a
different high-impact literacy routine:
Learn how to assess for gaps in phonemic awareness and use this information to make data-based decisions. By the end of this series, you’ll learn how to select and implement targeted phonemic awareness routines and scaffold them to support your students’ needs.
Learn a variety of blending strategies to support your students in making the jump between sound-by-sound decoding and fluent word reading. You’ll learn how to administer and analyze diagnostic decoding assessments and use this information to scaffold instruction for your beginning readers.
Develop an understanding of how the brain learns to read and spell. By the end of this series, you will be able to administer and analyze diagnostic assessments to plan lessons that include the components of structured literacy, including connected phonemic awareness and phonics instruction and explicit decoding and encoding routines.
Learn how to target student needs by planning and teaching a structured literacy lesson focused on multisyllabic words. By the end of this series, you’ll learn how to explicitly introduce syllable and morphology concepts and how to design application activities to help students read multisyllabic words in connected text.
Learn about the components of fluency, how to evaluate oral reading fluency, and how to analyze assessment data to understand a student’s accuracy, rate, and prosody. By the end of this series, you’ll be able to use this information to plan fluency instruction in the whole group, small group, and independent settings.
Weekly synchronous and asynchronous touchpoints to
learn, plan, try, and collaborate:
Synchronous
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.
Asynchronous
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.
Our weekly PLCs are 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.
- 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.
- Your teachers 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.
- Your school has a high teacher to literacy coach ratio, making it difficult for the literacy coach to provide all teachers with regular support.
Our partners include:
What teachers are saying:
William S.
Very easy to understand and a great breakdown.
Rachel R.
As a secondary teacher, I’ve never taught syllables or vowel sounds. This was entirely new learning that I enjoyed.
Kate R.
I enjoyed this mix of in-person and individual learning. It provided me with a better understanding of how to teach foundational literacy (phonics) to middle schoolers. I feel better prepared and confident about how to approach this instruction for my struggling readers.
The asynchronous lessons were organized and allowed me to work on them as I had time. The content was beneficial and helped me understand how I can help struggling readers.
Candace B.
I am Candace B., and I am currently teaching first grade. Literacy Masterminds have helped me really hone in on the phonemic awareness and all of the arms of teaching literacy! I have a small group template that I can use and update weekly for individual students and my small groups. I felt supported by my facilitators and my team that I worked with! I learned quite a bit, including how the brain works when students are learning letters and sounds! I’ve been ignited!
Sarah P.
The best thing about Literacy Masterminds is learning the science and the WHY behind everything we were learning. Having the tools and deliverables to immediately implement and do the work with our students has been so helpful. I would absolutely recommend Literacy Masterminds to a colleague who wanted to grow in their understanding and practice of teaching kids how to read!