Literacy Pathway

This module focuses on strengthening the foundational skills students need to read accurately and confidently, without turning instruction into a rigid program or disconnected drills. Teachers learn how to embed phonological awareness, phonics, word reading, and fluency into short, high-impact routines that fit naturally into their day.

Rather than introducing “one more thing,” this module helps teachers refine how foundational skills are taught and practiced: consistently, efficiently, and developmentally appropriately.

Instructional routines include:

• Oral sound and word stretching

• Sound-to-print mapping

• Blending and word reading routines

• High-frequency and academic word work

• Fluency through purposeful rereading

This module bridges a common gap in schools: screening data is collected, but teachers aren’t always sure how to use it instructionally. Designed as a practical, “MTSS-lite” approach, this module helps teachers and coaches translate screening results into targeted, doable instructional responses.

The focus is not on complex data systems, but on simple decision-making that leads to timely support for students.

Core focus areas include:

• Phonological awareness gaps

• Letter–sound correspondence

• Early decoding and word recognition

• Fluency indicators

Simple decision rules guide instruction:
If students miss X, teach Y using routine Z.

This module addresses a critical component of literacy growth: comprehension. Teachers learn how to intentionally build oral language, vocabulary, and background knowledge so students are better equipped to understand complex texts across content areas.

Aligned to the CA ELA/ELD Framework, this module emphasizes language as a foundation for comprehension - not an add-on.

Instructional routines include:

• Vocabulary preview and revisit routines

• Oral language and sentence frame supports

• Notice & Wonder and text-based discussion moves

• Evidence-finding and oral justification routines

What this looks like in classrooms:
Students talk more about what they read, use academic language more confidently, and make clearer connections between words, ideas, and knowledge.

This module positions writing as a powerful tool for improving literacy—not as a separate subject, but as a way students process and demonstrate understanding. Teachers learn how to scaffold writing from sentence-level work to short constructed responses, using clear models and shared expectations.

The emphasis is on clarity, consistency, and manageable writing routines that support both reading comprehension and content learning.

Instructional routines include:

• Sentence expansion and sentence combining

• Using sentence frames to support thinking

• Short constructed response routines

• Student work analysis and reflection protocols

What this looks like in practice:
Students write more frequently, with greater clarity and purpose, and teachers feel more confident supporting writing without overwhelming themselves or their students.