Phase I

********Due to recent funding cuts, there is a per head fee to attend.  If you are interested please contact Lindsey Tilley at or at 580-559-5465.  

Click here for the schedule for Phase I.


Please contact Lindsey Tilley at or call 580-559-5465.


Literacy First Process Phase I 
5 days - 30 clock hours

During the 5 day Literacy First Process Phase I workshop, you will strengthen your reading instructional skills and learn the essential curriculum components to enable 85 - 90 % of your students to be reading on grade level by the end of elementary school. Phase I instruction includes all components referenced in the NCLB legislation: phonological awareness, word study (phonics and spelling) vocabulary, comprehension, and fluency.

Customized Professional Development

Student reading achievement is dependent on the knowledge and skills of both the teachers and principal. The following are scientifically research-based reading sessions that show teachers how to apply effective reading instruction immediately in their classrooms.

Phonological Awareness 

Phonemic awareness is an essential prerequisite for learning the process of decoding. Without phonemic awareness (and related phonological skills), many children experience significant reading problems (Adams, 1990, 1998).

  • Instruction and practice in the components of phonological awareness: spoken word, rhyme, syllable, and phonemic awareness.
  • How to administer the Phonological Awareness Skills Test to assess and diagnosing phonological awareness skills
  • Criterion referenced performance standards in each component of phonological awareness, including on grade level standards
  • Using assessment results to make instructional decisions.
  • Systematic and explicit instruction in all components of phonological awareness
  • Teacher resource materials that provide teaching strategies to actively engage students in phonological awareness skills

Word Study (Phonics, spelling, and advanced decoding)

Word study skills (decoding/phonics and encoding/spelling) are necessary for students to comprehend text. These skills must be taught in an explicit and systematic manner for students to gain automaticity with print (Chall and Popp, 1996).

  • Explanation/demonstration of letter/sound relationships and the introduction of related phonics features
  • Explicit, systematic instruction in blending strategies and sounding out words
  • How to administer the Literacy First Phonics Assessment and the Words Their Way Qualitative Spelling Inventories in order to assess decoding and encoding skills
  • How to use assessment results to diagnose the correct instructional level for students and plan for instruction
  • Criterion referenced performance standards for phonics, including on grade level standards, plus benchmarks for spelling stages
  • Advanced decoding strategies including the six syllable types, syllabication, and base words/affixes
  • Teacher resource materials to actively engage students in learning


Vocabulary skills are critical for student success in comprehending text. Effective vocabulary strategies include introduction of key unfamiliar words in text and reinforcement of their meaning over time. Wide reading is the single most important strategy for large-scale vocabulary growth (Nagy, 1988).

  • Strategies to cause students to learn over 2000 words per year
  • The importance of daily Monitored Independent Reading Practice
  • The importance of read-alouds in learning new vocabulary
  • How to provide direct instruction in vocabulary and develop word conscious classrooms
  • How to use graphic organizers to enhance vocabulary understanding


Comprehension is the process of constructing meaning from text (Rand, 2002). Explicit instruction in comprehension skills and related strategic reading tools is necessary for students to become independent readers.

  • Strategies effective readers use before, during, and after reading which directly impact comprehension
  • Developing metacognition by proving answers/opinions and explaining thought processes using text clues and prior knowledge
  • The importance of author’s purpose, text selection, and student motivation on comprehension


Fluent readers are characterized by the ability to read orally with speed, accuracy, and proper expression (National Reading Panel, 2002).

  • How to administer the CBM Oral Reading Fluency Assessment
  • How to administer the Multidimensional Fluency Scale
  • How to use assessment results to make instructional decisions
  • Effective strategies for developing fluency in the classroom and at home
  • Teacher resource materials that provide strategies to engage students in developing skills in fluency