Launching Skills Block K-2

Focus Area: EL Education


Pathway: Understanding

Available Now


After building the foundation of how and why the EL Curriculum was developed in the Launch workshop, educators need time to build their understanding of the Skills Block component.  During this workshop, educators will define how the Skills Block is structured and how the structure supports systematic phonics development.  Educators will understand the specific components of each lesson and how they are differentiated to ensure success over time.  By experiencing different components of Skills Block, educators will develop and internalize how lessons are structured and will have time to plan for intentional and differentiated instruction. 


Educators new to the EL Curriculum and Modules or educators who are early adopters but have not received professional development.


By the end of this workshop, teachers will be able to:

  • define the rationale and research behind a structured phonics program
  • define the components of Skills Block and how they work together to support phonics development
  • understand the phases of reading and spelling development
  • understand the assessments and how to use the data to create strategic grouping 
  • utilize curriculum materials and instructional practices to shift to a structured phonics literacy program 
  • plan for teacher-led station and differentiated student stations
  • reflect on next steps to ensure successful implementation

Learning Experience


  • How is today different than yesterday and what tools will I need to be successful?
  • How do children learn to read?
  • Why is learning to read challenging?
  • How is reading taught?
  • How does the Skills Block structure and skills assessments support students’ foundational skills?


  • What are my supports as I implement Skills Block?
  • How are the resources organized to help me?
  • What does a structured phonics lesson look like in Skills Block?
  • How can I plan for the whole group lesson?
  • How do students progress through the phases and microphases of reading and spelling development?
  • What are the K-2 Benchmark Assessments?
  • What does the data tell me about my students as readers?
  • How do I analyze the data and group students based on needs?
  • What is the purpose of the cycle assessments?
  • What does the data tell me about planning for instruction? 
  • What does a cycle assessment look like?


  • How do I plan for differentiated instruction? 
  • Where do I find lesson resources?
  • How do I plan for differentiated instruction? 
  • Where do I find lesson resources? 
  • What are three rotations I can start with?