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For Teachers

Help Your Students Become Skilled and Confident Readers

MindPlay's Comprehensive Reading Course was developed by a team of leading literacy experts to give educators a strong foundation in reading science. The course is open to anyone seeking to expand their knowledge of effective reading and spelling instruction.

Through presentations by experts, instructional videos, teaching demonstrations, sample lessons, classroom activities, supplemental materials, and pre- and post-tests that assess learning, you'll understand what it takes to provide systematic and explicit reading instruction, also known as structured literacy.

Your Overview of the Science of Reading

Learn evidence-based best practices for helping students become efficient, skilled, and confident decoders and readers;

Understand and be able to apply strategies from current reading research;

Gain instructional practices in phonological awareness, phonics, fluency, vocabulary, comprehension, grammar and written expression.

Increase Expertise and Help Struggling Readers

Dive into the foundational skills of reading and comprehension in modules covering:

Phonology/Phonological Awareness

Developing Reading and Spelling

Phonics Fundamentals

Advanced Phonics Fluency

Grammar

Vocabulary

Reading Comprehension

Gain Evidence-Based Insights and Practice for Your Classroom

The Comprehensive Reading Course for Educators is based on the IDA Standards for teachers of reading. It supports teacher preparation programs and provides comprehensive professional development for teachers and professionals who work with developing or struggling readers. Graduate credit is available through Castleton University or through professional development hours.

What is the Science of Reading

Covers Research
From Multiple Fields

The science of reading refers to an extensive body of research on the most effective ways to teach learners how to decode text, read fluently, and understand what they're reading.

Agrees on a Simple View of Reading

The Simple View of Reading is a now widely accepted understanding that reading comprehension consists of skills in two domains: word recognition (decoding) and language comprehension.

Prioritizes Strong
Decoding Skills

Students should be taught in deliberate, systematic, and explicit ways about sounds in words (phonemic awareness), syllable types, spelling patterns, and the meaningful parts of words.

Emphasizes Language-
Rich Environments

To understand language, children need to develop their vocabularies through listening, reading, and good teaching.

This course opened my eyes to the complexities of the English Language. I wish all teachers and reading specialists would take this course.

Irene González, Learning Specialist, Chile

I found the course extremely valuable, and it had a large impact on my teaching. I was unaware of the elements of teaching literacy, especially structured literacy, and as I learned throughout the course, many pieces of understanding fell into place. I now know how to better support my students.

Supporting Teachers

Generous Grants for Professional Learning

The Cynthia K. Hoehl Institute for Excellence awards grants to financially support educators seeking to excel in their profession through our programs. Learn more about Cynthia K. Hoehl, whose vision as an educator inspired a powerful legacy.

Frequently Asked Questions

What terms and conditions are there for professional learning registrations?

Please read the terms and conditions for our courses and workshops and contact us if you have any questions.

How do I register?

1. If the course or workshop you're interested in is on our website, please visit the course or workshop's page and follow the link to access our online registration form. Complete the form by doing the following:

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3. Read theTerms and Conditions and check the box to confirm your agreement.

4. Click "Next"

2. If you are paying with a PO:

1. Please verify that your PO is complete.

2. Send your file to the Stern Center by mail or email to proflearning@sterncenter.org.

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4. If the course or workshop you're interested in is not listed on our website, please contact us to learn more.

I want to apply for tuition funding. When and how do I do this?

The Stern Center's Cynthia K. Hoehl Institute for Excellence (CKHIE) provides access to professional learning for teachers. Please apply for tuition funding BEFORE registering. When you hear back about the status of your application, you will be asked to contact the Professional Learning Coordinator, who will help you register for the course or workshop.

You can read more about applying for grant funding here.

I'm considering taking a course for graduate credit. How long do I have to decide?

Graduate Credit Policy

Castleton University: If you are registering for a course that offers graduate credit from Castleton University, you may add graduate credit up to and including the first day of class. We will happily accommodate you if you wish to add graduate credit later, within the university's deadline. Please register by the end of the first day of class to avoid a processing fee of $25 in addition to the graduate credit cost.

Saint Michael's College: If you are registering for a course that offers graduate credit from Saint Michael's College, you may add graduate credit up to and including the first day of class. No additions can be accepted after the first day of class.

Graduate Credit Withdrawal Policy: For classes running consecutive days, participants who withdraw must decide by the end of the first day whether to request a graduate credit refund. To request a refund, email the Professional Learning Intake Coordinator at proflearning@sterncenter.org or by phone at 802-276-8745.

What can tuition funding be used for?

Tuition funding through the Cynthia K. Hoehl Institute may be used for a percentage of the following professional learning costs:

Funding cannot be applied to the following:

Graduate credits

MindPlay Comprehensive Reading Course

Travel costs

Materials costs

What is a purchase order or PO?

A purchase order (PO) is a document from your school or district stating that they will pay a certain amount for you to attend a course or workshop. A PO allows us to invoice your school or district for your attendance.

A PO might look something like this.

A PO is not a number. Please supply the complete document to register, not just the PO number.

How do I register with a purchase order?

You'll need to complete a purchase order (PO) before you register. Make sure your PO fulfills the following:

The PO is issued to "Stern Center for Language and Learning."

The unit price is for the total cost (if your school or district pays for only part of the total cost, please email us at proflearning@sterncenter.org.

The PO is signed by an authorized party at your school or district.

Once your PO is complete, please send us a copy of the document. You can send it by mail or email to proflearning@sterncenter.org when you submit your contact information.

My school/district/I sent you a PO. Why am I not registered?

Ensure you have also completed and submitted a registration form and your PO. Without both documents, we cannot register you.

Make sure you sent us a copy of the PO itself and not just a PO number or a letter of intent from your school or district. We cannot invoice either of these items without the PO document itself.

Please get in touch with us if you haven't received confirmation of your registration 1-2 business days after you submitted a completed PO and the registration information form. We may have missed one of these documents and would appreciate your letting us know to look for them.

My School or district won't cover the total cost of a course or workshop. How can I complete my registration?

If your school or district is paying for only part of the total cost, please get in touch with us by calling 802-276-8745 or emailing proflearning@sterncenter.org. To complete your registration, you must send the remaining balance by check or credit card payment.

How do I pay for graduate credit?

Please make all payments to the Stern Center for Language and Learning. We'll handle the rest!

If you are worried about the course or workshop filling up, you can pay with a credit card or check while you wait for your PO to be completed. Please check with your school or district before doing this to make sure you can be reimbursed when the PO is completed.

If paying for the course out-of-pocket isn't an option for you, please get in touch with us.

Can I still take a course if I need to miss one or more days?

All participants must be prepared for and attend every class and be ready to participate as required by the instructor.

If that is not possible for you, please get in touch with us before registering. You may still be able to take the course in some instances, but such decisions are at the course instructor's discretion. Please refer to our Attendance & Participation Policy.

Can I audit a course or workshop?

Auditing our public offerings is not available. All attendees must register, pay tuition, and follow the attendance and participation policy.

If you are an organization that has contracted with us to deliver a course or workshop, please get in touch with us atproflearning@sterncenter.org for auditing information.

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Keep Learning

Resources for Teachers

Explore evidence-based resources for teaching structured literacy, Orton-Gillingham, SEL, and more.

Teachers Making Change

We celebrate the dedication of our fellow educators and share their commitment
to helping every learner grow and thrive.

Course & Registration FAQs

Do you have questions about course registration, credits, grants, or anything else? Find your answers here!

Get in Touch!

For questions about courses and workshops, email proflearning@sterncenter.org, call 802-276-8745, or fill out the form below.

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MindPlay's Comprehensive Reading Course - Stern Center for Language and Learning

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For Teachers MindPlay's Comprehensive Reading Course was developed by a team of leading literacy experts to give educators a strong foundation in reading science. The course is open to anyone seeking to expand their knowledge of effective reading and spelling instruction.

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Shifting the Balance Online Classes NEW - The Six Shifts

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The Six Shifts Online Class Registration Page.

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Teacher Copy
Reading: Understanding the standards, vertical alignment and instructional ideas to support curriculum maps and pacing guides.

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The Common Core Lesson Book, K-5: Working with Increasingly Complex Literature, Informational Text, and Foundational Reading Skills

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Amazon.com: The Common Core Lesson Book, K-5: Working with Increasingly Complex Literature, Informational Text, and Foundational Reading Skills: 9780325042930: Owocki, Gretchen: Books

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all teachers should have text

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The current emphasis on the body of research known as the "Science of Reading" has renewed the reading wars and raised challenging questions for balanced literacy teachers about the best way to teach reading.

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"In Shifting the Balance, 3-5, Cunningham, Burkins, and Yates go beyond the science of reading being only phonics. Taking a deeper dive into vocabulary, comprehension, fluency, and word identification for upper elementary students, this book helps teachers understand what is needed in their instruction through easy-to-read case scenarios. Thanks to these authors for once again bridging hearts and minds."

Donna Hejtmanek Retired Educator and Creator of the Science of Reading-What I Should Have Learned in College Facebook Group

" Shifting the Balance, 3-5 brings the Science of Reading from theory to direct application. This new take on literacy instruction brings forth the hope of long-lasting knowledge and continued growth for students. It is not only a thorough approach but is realistic and best of all, attainable!"

Clorasteen Wilson, Structured Literacy Instructor, Associate/OGA

"Teaching reading can sometimes feel like an impossible task. Our classrooms are filled with diverse groups of learners that present all different levels of instructional need. Shifting the Balance, 3-5 gives teachers tools they need to incorporate reading instruction that is purposeful and student-centered. With data driven techniques and lessons, this book will set up any upper elementary school classroom with success."

Michaela Durr, New York City Teacher

"While many of the big conversations about the Science of Reading (SOR) research have focused on the foundational skills in primary grades, upper elementary teachers no longer need to feel left in the dark. With this gem, Cunningham, Burkins, and Yates skillfully supply six scientifically-sound shifts-answering the big questions & providing high-leverage instructional routines, while weaving in all five pillars of reading. No matter where you are on your SOR journey, this sensational book is a must-read for all!"

Michelle Sullivan of The Colorful Classroom & Elementary Literacy Coach

"Cunningham, Burkins, and Yates clarify misunderstandings, summarize the research in an accessible way, and provide suggestions for what they call high-leverage routines to help teachers enhance their instruction and support students' growth as readers. Thoughtful, well-researched, and teacher-friendly, this book is an invaluable resource for anyone who wants to explore how to implement effective literacy instruction for readers beyond grade two."

Lisa Maucione, Reading Specialist, Dartmouth Public Schools, MA

"As the field of reading instruction continues to reinvent itself, so many of us elementary educators find ourselves in need of a road map. The authors of this second volume of Shifting the Balance step in, validate our good intentions, and offer to guide us as we reflect on, reconsider, refine and reimagine our practice. I look forward to referencing the ideas and resources in this edition (and online) as I continue striving to equip my students for meaningful reading experiences, now and in the future."

Katie McAlister, First Grade Classroom Teacher

"With all the noise in the world about reading instruction, Cunningham, Burkins, and Yates discuss a practical, research-driven, and student-based way to shift our reading instruction into balance and clarity. They've done the hard thinking in order to zoom in on what is necessary to teach intermediate readers to succeed."

Jeff Anderson, Lead author of the Patterns of Power series (PreK-12)

"The science of reading isn't just for the primary grades! In their clear and readable style, Cunningham, Burkins, and Yates examine the research and show teachers of grades 3-5 exactly how to apply it. With zero judgment and endless encouragement, the authors will inspire teachers to rethink current practices and make research-based decisions to help every student."

Anna Geiger, M.Ed., Host of the Triple R Teaching podcast and creator of The Measured Mom website

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Shifting the Balance, Grades 3-5: 6 Ways to Bring the Science of Reading into the Upper Elementary Classroom

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In this much anticipated follow-up to their groundbreaking book, Shifting the Balance: 6 Ways to Bring the Science of Reading into the Balanced Literacy Classroom, authors Jan Burkins and Kari Yates, together with co-author Katie Cunningham, extend the conversation in Shifting the Balance, Grades 3-5: 6 Ways to Bring the Science of Reading into the Upper Elementary Classroom.

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Teacher Copy
Writing:  Understanding the standards, vertical alignment and instructional ideas to support curriculum maps and pacing guides.

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The Common Core Writing Book, K-5: Lessons for a Range of Tasks, Purposes, and Audiences

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Amazon.com: The Common Core Writing Book, K-5: Lessons for a Range of Tasks, Purposes, and Audiences: 9780325048055: Owocki, Gretchen: Books

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Teacher Copy
Reading: Genre Mini-Lessons, Small Group, Intervention

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Your Research-based Guide to Developing Skilled Readers. 300+ strategies with learning progressions support 13 reading goals, with each strategy cross-linked to skills, teacher tips, prompts, research, and reading levels-everything from fluency to literary analysis.

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Genre Mini-Lessons-Writing, Small Group, Intervention

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Introduction
A Very Brief Introduction to Principles, Research, and Theory, and How to Use This Book
The idea for a book of writing strategies exists many times over. This one is possible only because of the great books that have come before it. There are books suggesting writing strategies meant for professional writers and college students, such as those by Noah Lukeman, Roy Peter Clark, and Janet Burroway, among others. There are countless examples of excellent compilations of writing strategies in books written for teachers of writing, such as Fletcher and Portalupi's Craft Lessons Series, Barry Lane's After "The End" (1993), Carl Anderson's Strategic Writing Conferences series (2008-2009), Donald Graves' many books, Katie Wood Ray's Wondrous Words (1999) and other titles, Katherine Bomer's books, Georgia Heard's books, Nancie Atwell's In the Middle (2014) and other resources, Lucy Calkins' Units of Study series, and many more. My aim in this book is to offer my favorite, most useful collection of strategies that span all aspects of the writing process, all genres and modes of writing, and that will work well with students in grades K-8. I want to offer you a little bit of everything. I streamlined the language and examples, and I present the strategies in a format that is organized so that the busy teacher can find just the right strategy at just the right moment. Of course, you'll elaborate on the streamlined language and make it your own.

But wait-before you dive in, I'm so glad you're taking the time to spend a few moments with this "Getting Started" introduction. In this introduction, you'll gain a helpful overview of the thinking that undergirds this book's ideas as well as an overview of its organization. You'll learn about strategies and all the aspects that I chose to include to elaborate on them-mentor texts, prompts, lesson language, teaching tips, and more. You'll learn how to navigate the pages of the book so you can find what you're looking for quickly and easily, for this is not a read-every-single-page kind of book (unless you want it to be). You'll get a quick crash course on some important terminology and concepts that will help you use this book to its fullest- thoughts about writing as a process, and modes and genres of writing, for example. And finally, you'll learn how to adapt what's in the book to fit your students' writing time in the classroom, no matter what form that time takes.
Click here to download more of the introduction of this book.
Goal 1: Composing with Pictures

Strategy Go back to your picture(s). Point to the part or picture that teaches something important about your topic. Touch or turn to the next part. Tell what new fact about your topic this part of the picture or this page teaches.

Lesson Language If I wrote or drew to teach, then when I read my writing back I'm going to make it sound like a teaching book. I'm going to tell my reader the facts I wrote about. Let me show you. I drew a picture of a big T. rex. I know a lot about them so I added a lot of details in my picture. I'm going to touch one part and teach what that part says. "The T. rex had very large jaws with big sharp teeth." Now I'm going to touch a new part and teach what that part says. "The T. rex had very short arms. It would only run using its hind legs."

Goal 2: Engagement - Independence, Increasing Volume, and Developing a Writing Identity

Strategy First, identify the problem you're having. Then, check the spot in the room, a resource, or a friend that might help you solve the problem. Try a solution. If it doesn't work, try something else.

Teaching Tip This strategy, like "Use the Room" that appears earlier in this chapter, assumes that there are things in the room that can be helpful, and that you've taught children how to use them. For example, in a primary classroom a word wall may help a writer to spell high-frequency words. If you've introduced and used mentor texts, then having these available for children to reference on their own could help them. Sometimes the problem might be that they need to work in a new spot in the room because of the amount of distractions at their current spot. Brainstorm possible problems with your students, and come up with a list of resources and solutions. Or, this strategy can be like a culmination of past teaching from this and other chapters.

Goal 3: Generating and Collecting Ideas

Strategy Decide on a new place to visit. Go there with no more than a notebook and a set of listening ears and observing eyes. Let yourself pick up on conversation and details of the person. Jot down what you observe, and also what you imagine, about the people you see.

Teaching Tip This strategy will take you outside of the classroom, so it would work well as a whole-class lesson followed by a field trip, or as a suggestion to a student, group, or class for independent writing outside of the school day.

Goal 4: Focus/Meaning

Strategy Think about a memory and all the events that are part of that memory. Think about what's important about that memory, or the big idea the memory leaves you with. Identify the one part of the memory that feels the most important. Write some ideas about what's important about it, and why it's important. Try to write just that one smaller part of the larger moment. Tell it bit by bit.

Teaching Tip The amount a writer will be able to reflect on the overall significance of a small moment will depend on her maturity level and experience with writing. For younger children, you may want to suggest choosing a small moment that will make a good story, rather than one imbued with a deep or heavy significance, or simply encourage them to narrow down the window of time

Goal 5: Organization and Structure

Strategy Before beginning to draft, visualize the shape of what you're going to make. Create some sort of quick visual, in pictures or in words, to represent the overarching structure. As you write, check back to see where you are in your plan.

Teaching Tip This is going to be most helpful after students have learned a variety of ways to structure their pieces and have been introduced to a variety of graphic organizers that would help them to organize, or shape, the information into a structure.

Goal 6: Elaboration

Strategy Think about the subtopics for which you'll want to collect information. Write each of your subtopics as a heading on a notebook or booklet page. As you find new information for your topic, think, "What page in my notebook should this go on? Which subtopic does it provide details for?"

Lesson Language I just found this interesting fact: Ballerinas really wear out their shoes. Many go through as many as 2-3 pairs per week! I'm going to look across the pages of my booklet to see where this would best fit. Would it belong in the section called "Types of Ballet Positions?" No, that's not about the positions. Would it go in the section called "Famous Ballets?" No. "What Ballerinas Wear?" Well, I do talk about pointe shoes in this section, so it might be cool to add this fact about how many pairs of pointe shoes the average ballerina needs. I'll keep the fact here.

Goal 7: Word Choice

Strategy Find all the action verbs in your piece. Focus on any that you think aren't as clear, precise, or exact as they could be. List several options for what might replace that word (use a thesaurus if you need it!). Choose the word that best matches your meaning.

Teaching Tip For this strategy to work, children will need to understand what an action verb is, so identification of verbs is a first step in this strategy. Many teachers weave in some instruction during other balanced literacy components such as word study, read-aloud, and/or shared reading. You could also plan to teach direct minilessons to the class or small groups for those who do not understand parts of speech.

Goal 8: Conventions - Spelling and Letter Formation

Strategy When trying to spell a word, try to visualize where you've seen it written and how you've seen it written before. It may help to close your eyes. Then, in a margin or on a piece of scrap paper, write how you think it's spelled. Try it a second or maybe even third way. Look back at what you've written and ask yourself, "Which of these tries looks right to me?"

Prompts

Check off the parts that look right to you.

Write the word as you think you've seen it before.

Which parts look right? Which part looks off?

Do you think there are some letters missing?

What part of that word is tricky for you?

The part you're trying to spell is also in the word _______. Does that help?

Goal 9: Conventions - Grammar and Punctuation

Strategy Find two sentences that talk about the same topic. Think about the relationship between those sentences. Choose a connector word and try combining the sentences into one. Reread and decide if you like the combined way or original way better.

Lesson Language Here's one spot in my draft where I have two sentences that I
think go well together. I wrote: "A dog is something that can keep you company. A dog
can cheer you up." What's the relationship between those two sentences? They both have
to do with something that is positive about owning a dog, so I think they are related. I'm
adding more information on. I'll try using and to combine those sentences: "A dog can
keep you company and cheer you up." Here's another spot: "I would love to have a dog.
My mom won't let me have a dog." What's the relationship between those two sentences?
The second sentence gives more information that feels in contrast to the first. I'll combine
them with however: "I would like to have a dog, however my mom won't let me." The
new sentence I made seems clearer and more to the point.

Goal 10: Collaborating with Writing Partners and Clubs

Strategy Talk with your partner about your goals (for the writing period, for the week, and/or for writing work to take place at home, and so on). Discuss together how you might get that work done. Write the goal, and make the promise...then check in with your partner soon.

Teaching Tip Reflect on your own life and goals you've set out to accomplish. Now think about how successful you've been and whether or not you made your goals public ahead of time. I know that when I share my goals with my partner, my friends, my colleagues, my editor, I am more likely to get things done. The built-in accountability, the opportunity to celebrate together, the lifeline of support in case something does not go according to plan-these are invaluable.

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Writing Strategies Book by Jennifer Serravallo.

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Collection of strategies that span all aspects of the writing process, all genres and modes of writing, and that will work well with students in grades K-8. Organized so the busy teacher can find just the right strategy at just the right moment.

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"This book is a MUST read for every student in an Early Childhood or Elementary Education program or as a refresher course for teachers in grades PreK-3rd. This book is indeed a practical guide. It not only teaches phonics but provides lots of ideas for classroom implementation. There are word lists and sample lessons as well as games and assessments. One of my favorites is the Book Lists (alphabet books, short vowel books, long vowel books and more). Looking forward to using this book in tutoring next school year." --ReneeSuz

Provided via Amazon Vine

"Fantastic phonics resource for elementary teachers and homeschoolers. This is a great option for homeschool mom's because it's comprehensive and inexpensive. It features sounds, letters and advice on creating lesson plans. I found it an easy resource to use even as a non-professional teacher. It's even a good resource for parents that just want to help their kids with their reading after school. Awesome book!" --Rhiana Jones, Blogger at Rhiana Reports

Provided via Amazon Vine

"This book has been so helpful as a refresher for me after years of teaching. It is also a handy reference when I need it. Very well written and organized in a way that it is easy to find the specific phonic sounds you are looking for. A must have resource for your teacher resource shelf.

Most of my students have a strong background in phonics when they reach my 3rd grade class, but some do not and this book really helped me decide what interventions to use to help the students that need extra phonics instruction." --Ruthie

Provided via Amazon Vine

"Children learn letter recognition through songs like the ""Alphabet Song"" sung to the tune of ""Twinkle, Twinkle, Little Star."" That's the easy part. To teach what sounds those letters make is the study of phonics the relationship between sounds and the written symbols. This can be the hard part because English is a confounding language. The consonants 'w' and 'y' can act as vowels in the words 'snow', 'fly' and 'happy.' The two-letter, one syllable word 'ox' has the three speech sounds of o-k-s. The letter 'q' sounds like the letter 'k' and is almost always followed by the letter 'u' which sounds like the letter 'w' as in 'queen' or 'quartz.'

Yet, all these queer and seemingly random letters create coherent words and not gibberish. The path to understanding words, writes celebrated reading specialist Wiley Blevins, is through sound. Hearing the sound that each letter makes on its own, and then in harmony with its surrounding letters, is how language, particularly reading language, is formed.

Educators who teach both letter and sound recognition offer children the best opportunity to crack the code and enjoy the majestic beauty of the English language, empowering them to become fluent speakers, readers, and writers. Blevins offers a comprehensive model for teaching those skills with this excellently crafted guide. The guide suggests age and grade appropriate reading books, a breakdown of the 44 sounds of English, high-frequency word lists, phonograms, compound words, homophones, common syllables, picture words, checklists, strategies, and resources. Blevins even includes Mouth Position Charts that depict how each letter is articulated with the mouth, lips, tongue and teeth. One thing that is missing from this otherwise outstanding work: a glossary.

For the formal and informal linguist (like me), this is a fascinating guide." --Melanie Gilbert

Provided via Amazon Vine

Wiley Blevins, who holds an Ed.M. from Harvard, is an early reading specialist with a background in adaptive technology. He taught elementary school in both the United States and South America, and was Educational Director for both Scholastic and McGraw-Hill. Wiley has written and edited many phonics and reading materials, and is the author of Phonics From A to Z and Teaching Phonics & Word Study in the Intermediate Grades. He is also coauthor with Alice Boynton on several nonfiction professional resources, including Teaching Informational Text. In addition, Wiley writes trade books for children. He lives in New York City. For more information, go to wileyblevins.com.

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Phonics From A to Z, 3rd Edition: A Practical Guide

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In this new edition of his best-selling classic, Wiley Blevins outlines the most recent brain research, 7 key characteristics of strong phonics instruction, and powerful instructional routines for accelerating student learning. Also includes special sections on meeting the needs of struggling rea...

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