SCIENCE OF
READING
BLUEPRINT
The guide to
confidently bring
research-based
practices into
your instruction
hey there!
WE’RE SO EXCITED
YOU’RE HERE!
In fact, we’re celebrating with cake bites because the fact that
you're taking time to learn about effectively implementing
research based instruction proves that you care a lot about
your students and want to have clarity and confidence in your
instruction. In case you don't hear this enough, you're amazing,
and your students are beyond lucky to have you.
This Blueprint is the EXACT system we’ve used with our own
students (K-12) to create massive results while giving us peace
of mind. And it’s done the same for thousands of other
educators. We know it will do the same for you.
As you work through the SOR Blueprint, you will want to reflect
on where you are by answering the questions as honestly as
possible. This will guide you on where to focus next.
For each question, think about whether or not your current
curriculum or approach supports that evidence-based concept.
If it doesn’t - we will provide guidance on where to focus. If it
does - you can move on to the next question. Each question
(concept) builds sequentially!
We can’t wait to be a part of this journey together.
Let’s get started!
Celebrating you!
THE ASCEND SMARTER TEAM
SOR
Blueprint for Effective
Research-Based Instruction
GAIN CLARITY AND CONFIDENCE IN YOUR TEACHING KNOWING THAT FOLLOWING
THIS STEP-BY-STEP PROCESS WILL CREATE MASSIVE RESULTS FOR YOUR STUDENTS
The Science of Reading (SOR) 2 - Systematize
SOR has caught a lot of attention recently, which has many Next, we need to systematize our instruction. Having systems in
questioning if this is just another trendy educational shift our instruction allows us to reduce the chaos and overwhelm that
that will be out as quickly as it appeared to come in. But, the comes with trying to implement all the research-based strategies.
reality is that the Science of Reading research isn't new and It creates organization and cohesion that will give you a sense of
the principles it outlines have been around for decades. calm and control in your lessons.
The great news - many of the instructional practices you are
using already align with the Science of Reading!
3 - Optimize
Finally, we want to optimize our instruction by differentiating to
1 - Familiarize meet the unique needs of our students. It’s not a one-size-fits-all
approach. So while we want to have systems and structure in
The first thing we need to do to effectively implement the
place, we also need to know how to be flexible within that
Science of Reading is to familiarize yourself with the
framework to reach all of our students (and let’s be honest,
research. To summarize over 7 million research studies,
mixing it up can be fun for our students and for us)!
articles, and books, the collective body of evidence has
found that the keys to successful literacy outcomes for all
students include:
Systematic and sequential instruction 01
Explicit teaching routines 02
A diagnostic-prescriptive approach that targets the skills
to develop the key neural processes involved in reading
03
Familiarize
and writing
Systematize
your name | your website | hello@youremailhere.com
Optimize
© Ascend SMARTER Intervention | www.smarterintervention.com
01
FAMILIARIZE
Everyone is talking about the Science of Reading, you know it’s important but you
may still have questions. Why is this effective? What are the key takeaways?
The first thing you need to do is to familiarize yourself How do we, as educators, help students make these
with the science (great news, you’re doing this right connections? - We provide instruction in phonological
now!) Now, it’s clear that you already know the awareness, phonics, vocabulary, fluency, and
importance of implementing research-based practices comprehension in a systematic, sequential, explicit, &
(that’s why you’re here!). But – you may still have diagnostic-prescriptive format. Easy right?!? Um…no!
questions about why it works or the key principles that,
absolutely, can’t be left out. Figuring out how to put all of this together effectively
while maintaining our calm, cool, composure with
The Cognitive Neuroscience - Tons of fMRI studies have students coming to us with a variety of needs can feel
helped localize a few key areas of the brain that activate like rocket-science. But, the good news is – it doesn’t
and form neural connections to read and write have to. By following this SOR Blueprint we’ve been able
effectively and efficiently. Those areas of the brain are to eliminate the overwhelm and we know it will work for
working to connect our phonological (sound) processors, you too!
with our orthographic (visual) processors, and with our
semantic (meaning) processors. These connections must
occur in less than half of a second to facilitate efficient
Action Item -
and effective reading and writing. Okay great, so...
Familiarize yourself with the key principles behind
evidence-based instruction
Systematic, sequential, explicit, diagnostic-
DONE
prescriptive instruction targeting PA, phonics,
vocabulary, fluency, and comprehension to build
neural connections between phonological,
orthographic, and semantic processors in less YAY!
than ½ of a second. YOU DID IT
© Ascend SMARTER Intervention | www.smarterintervention.com - PG 4
02
SYSTEMATIZE
Systematizing our instruction is the single most important thing we can do as
educators to make sure our students have everything they need to be successful.
It also allows us to have the structure we need to Sequence - It's important that the concepts build in a
show up calm and collected so we can be prepared developmentally appropriate way. All too often we see curricula
for all the surprises our day (and our students) throw that don't set an appropriate foundation for students or
at us. (Figuratively, not literally). approaches that move far too quickly through concepts. You
have to remember that you are laying a foundation for the
So how exactly do we do this? We need to focus on future, you need to make sure that each concept has the time
our scope, sequence, and explicit teaching routines. and space it needs within your scope and sequence!
Scope - What are the skills we need to address to Explicit Teaching Routines - Not only do we need to have our
build the neural connections students need? Does scope and sequence established, but we must also have clear
your current curriculum or approach incorporate teaching routines to reduce the working memory demands and
these skills? executive functioning load for our students. Having these
routines in place helps both you and your students feel in control
Phonological Awareness (Differentiation, (which is good news for everyone!) What is your PA routine? How
Blending, Segmenting, & Manipulation) do you introduce new phonics patterns? Do you have a
Phonics (Sounds, Syllables, Words, Application to vocabulary routine? How about fluency? Comprehension?
Connected Text)
Vocabulary (Receptive, Expressive, Syntax)
Fluency (Phrasing, Self-Monitoring, Punctuation, Action Item - Reflect on your curriculum/approach:
Expression) YES NO KIND OF
Comprehension (Pre-reading skills, during- Do you feel confident in your scope?
reading skills, and post-reading skills including
Do you feel confident in your sequence?
recall, organization, connection, inferences, and
analysis) Do you have explicit teaching routines for
each of the critical skills within your scope?
© Ascend SMARTER Intervention | www.smarterintervention.com
03
OPTIMIZE
Optimizing our system provides flexibility within our framework to meet the diverse needs of our students.
And it allows us to be creative and inventive in our instruction.
Literacy instruction is absolutely not one-size-fits-all. Differentiate - Once you know where students have strengths and
Students may have needs in different areas and we areas of need, you can provide additional direct instruction for those
need to be able to meet students where they are. But concepts. It’s helpful if you have activities to support that additional
how exactly do we do that? instruction. Alternatively, you can focus your existing instruction by
spending less time on areas that are solid and extra time on areas
We want to work within our system. If we try to that need support. You just need to have an understanding of which
optimize without a system, it’s a recipe for burnout. activities are supporting which areas of need within your curriculum
Creating individual plans for every student or group is or approach.
not sustainable. So instead, we want to use our
system as our primary instruction and then optimize Apply - Finally, we need to make sure students are applying and
that system to make it even more effective. generalizing skills across settings. All too often, students can
complete a skill in isolation but then as soon as they see it in a
Assess - Do you have the data to understand where different context or subject area, it’s gone! The solution is to provide
your students have strengths and areas of need? students with activities and opportunities that require them to use
the skills in different ways across different subject matters. You want
Are their word recognition skills (phonological to make sure you have those activities/opportunities available.
awareness and phonics abilities) on target or in
need of support?
Action Item - Think about your curriculum/approach:
Are their language comprehension skills
YES NO KIND OF
(vocabulary, reading, and/or listening
comprehension skills) on target or in need of Do you have assessments to guide instruction?
support? Are you comfortable differentiating?
Which assessments are you currently using? Are Do you have activities to support application
and generalization across content areas?
those assessments actually guiding instruction?
© Ascend SMARTER Intervention | www.smarterintervention.com
Science of Reading Blueprint
STAGE
FAMILIARIZE SYSTEMATIZE OPTIMIZE
Explicit
Why Scope Sequence Assess Differentiate Apply
Routines
CONCEPT
Clarity on
Clarity on why
Clarity on the Clear students Clarity on which Opportunities for
implementing Clarity on exactly
order in which to instructional strengths and concepts will be students to
Science of which skills need
present skills routines for the weaknesses most important practice applying
Reading-aligned explicit
based on your concepts you are (word recognition for which and generalizing
strategies is so instruction
setting & timeline teaching versus students their skills
effective
comprehension)
Do you have this? Do you have this? Do you have this? Do you have this? Do you have this? Do you have this? Do you have this?
DECISION
No/Kind of Yes No/Kind of Yes No/Kind of Yes No/Kind of Yes No/Kind of Yes No/Kind of Yes No/Kind of Yes
Use a program Use a program that
Let us help get you Use a program Use an assessment Group your Use resources
with a clearly provides clear
ACTION
started. Click here with a built out
outlined building routines for
that will provide students by area of that will allow You’ve
and we will get you scope that aligns you information need so you can your students hit
progression or introducing new
to our favorite with SOR or build that actually guides differentiate to generalize
build your own concepts or create your
resource to point your own! Click your instruction. instruction in each to engaging
sequence! Click your own! Click End
you in the right here to see how Click here if you of the key skills. content! See
here to see how here to see how
direction! we’ve done this! need help with this. See how we did it! how we did it. Goal!!!
we’ve done this! we’ve done this!
© Ascend SMARTER Intervention | www.smarterintervention.com
let us know -
WHERE ARE YOU AT?
Click on the option below that best describes your
progress so we can meet you where you are and
guide you through this process.
Our mission is to make research-based instruction
both easy and accessible and we don’t want you
to ever feel alone on this journey.
So, really, let us know, where are you currently in
your research-based literacy journey?
Familiarize -
01 I am still brand new to the Science of Reading and
need help familiarizing myself with the research, the
principles, and the theory.
02
Systematize -
I need a system so that I know what to teach, when
to teach it, and how to incorporate explicit teaching
routines for all the key skills my students need.
Optimize -
03 I have a system in place and I am ready to optimize
my current system to meet my students' needs and
to help them generalize their skills.
Until next time.
THE ASCEND SMARTER TEAM
