Course 2 · Apply · CDE-approved
Launch into Structured Literacy
The application course. Each teacher names three to five focal students, applies the strategies from Course 1 in four targeted lessons with them, and brings the student work back to coaches and peers. The classroom practice is the course, and it is credited as professional learning time.
3–5
focal students per teacher
4
targeted lessons, 1 to 2 times a week
6–8 wks
typical span, inside the literacy block
Credited
classroom time counts toward hours
Step by step
From a strategy on a screen to a change in a child's reading.
Six short steps run across six to eight weeks. The online pieces are brief; the substance is the four lessons taught with your own students and the evidence you bring back.
01
Choose your focal students
Using screener and classroom data, each teacher names three to five students, with priority for those with the largest gaps.
- Reading benchmark and diagnostic data side by side
- Writing a one-line goal for each focal student
- Sharing the plan with your coach or PLC
What you bring
A short focal-student profile, reviewed by your coach or PLC.
02
Select anchor strategies
From the Course 1 toolkit, pick the two or three strategies that match what your focal students need.
- Matching strategy to need: phonemic awareness, decoding, fluency or language
- Fitting the strategy into the curriculum and schedule you already have
- Deciding what evidence you will collect
What you bring
Your anchor strategies and a lesson calendar for the next four weeks.
03
Targeted lesson 1 · plan, teach, reflect
Teach the strategy with your focal students in a real lesson, 1 to 2 times a week, and capture what happened.
- Lesson plan using the LearnSync template
- Teach, then record a two-minute reflection and a student work sample
- Guided reflection path if you do not have a coach
What you bring
Lesson plan, reflection and student work for Lesson 1.
04
Targeted lessons 2 and 3 · adjust and repeat
Use what the student work told you. Adjust the strategy, the grouping or the pace, and teach again.
- Reading the student work for the next teaching move
- Coach or peer feedback on one lesson, in person or asynchronously
- Keeping the routine inside your literacy block, not on top of it
What you bring
Two more lessons with reflections and work samples, and one piece of coach or peer feedback.
05
Targeted lesson 4 · consolidate
Bring the strategy to the whole group where it fits, while keeping the focal students at the center.
- Transferring a small-group move to whole-class instruction
- Checking progress against the one-line goals from Module 1
- Deciding what to keep, what to drop and what to try next
What you bring
Final lesson and reflection, plus an updated note on each focal student.
06
Share results and earn the badge
Present the focal-student story to your PLC, coach or principal: where they started, what you taught, what changed.
- A five-minute share-out using your own evidence
- Completion data and achievement badging recorded for the site and district
- Feeding what you learned into the next cohort and next year's new hires
What you bring
Your focal-student story. That is the assessment.
Support, with or without a coach.
With a coach or TOSA
LearnSync gives your coach an operating system for the cycle: what to look for, when to meet and what evidence to review. County lead staff accounts are free.
In a PLC
Teachers in the same grade band run the cycle together and review each other's student work in collaboration time.
On your own
A guided reflection path walks a teacher through each step with prompts and examples when no coach is available.
Next step
See the funding math for a four-year rollout.
Both courses are included for the full school year, with the resource library, lesson materials and completion data for every cohort and site.