On-demand professional development delivered through a strategic instructional model that equips teachers with critical thinking skills that can be implemented into any curriculum.
There’s one reason people become educators: to help the next generation succeed. And not just on tests – you want to see them grow into smart, confident problem solvers.
But something’s getting in the way. Required curriculum doesn’t focus enough on comprehension, and everyone is suffering the consequences:
That’s a choice you should never have to make. You need a way to approach curriculum that develops critical thinking skills, too.
LENS+ gives teachers the tools to provide comprehensive strategic instruction, so they can teach students to truly learn while following any curriculum.
When you implement LENS+:
Students achieve more through equitable learning opportunities
District test scores improve
Teachers produce measurable results
The end goal? Giving students something bigger than knowledge – the ability to transfer learning to any situation.
Register here or call us at 940‑727‑8309 to speak to a representative.
We’ll listen to your district’s needs, help you determine the best approach, and get your teachers set up.
Teachers gain access to simple PD courses and start to implement comprehensive strategic instruction in the classroom.
Students not only score higher on tests, but become true, lifelong learners.
And we won’t make it complicated.
As former educators and administrative staff, we know you and your teachers don’t have the margin to add one more thing to your plate. That’s why we make these promises:
Instead of worrying your students are ill-equipped, you’ll rest assured knowing they’re getting the education they need to flourish – with test scores to prove it.
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Step 1: Look at the letters, language, and comprehension
From small group lessons, to lessons specific to literacy practices like the Interactive Read Aloud, this “letter” will continue to grow based on teacher need.
Small Group Lesson: Lesson 1- IF some students are having difficulty decoding CVC words with short a and I THEN you may want to teach this lesson…
Guided Reading: What’s Guided Reading
Guided Reading 2.0: Teachers as Decision Makers in Guided Reading
Biliteracy Practices: What is Cross Linguistic Transfer?
Interactive Read Aloud: What is an Interactive Read Aloud
Literacy Leadership: The Administrator’s Role in Achieving a Balanced Approach to Literacy Instruction
Early Writing: The Role of Writing in Learning to Read Part 1
Shared Reading: Shared Reading Overview
01 Small Group Lesson | Lesson 1: IF some students are having difficulty decoding CVC words with short a and i THEN you may want to teach this lesson. |
02 Small Group Lesson | Lesson 2: Students need to infer internal traits of characters based on what characters say and do. IF some students are confusing external traits with internal traits of characters, THEN you may want to teach this small group lesson. You’ll also teach how to determine character traits by paying attention to what characters say and do. |
03 Small Group Lesson | Lesson 3: (Generally for emergent and early readers): IF you are using leveled text and you want to help students read increasingly difficult books, THEN you may want to use this lesson as a template. |
04 Small Group Lesson | Lesson 4: IF some students are having difficulty decoding CCVC words with s-blends THEN you may want to teach this lesson. |
05 Small Group Lesson | Lesson 5: (Generally for emergent and early readers):IF you are using decodable text and you want to help students read a book with phonics patterns you’ve taught, THEN you may want to use this lesson as a template. |
01 Guided Reading | What’s Guided Reading? |
02 Guided Reading | Why is Guided Reading Important? |
03 Guided Reading | When Do I Conduct a Guided Reading Lesson |
04 Guided Reading | How Do I Deliver a Lesson Before Reading |
05 Guided Reading | How Do I Deliver a Lesson During Reading |
06 Guided Reading | Praise. Probe. Polish in Guided Reading |
07 Guided Reading | Making In the Moment Decisions |
08 Guided Reading | How do I Deliver a Lesson…Rich Discussions |
09 Guided Reading | How do I Deliver a Lesson…Teaching Point After Reading |
10 Guided Reading | Processing Stategies After Guided Reading |
11 Guided Reading | How do I Deliver a Lesson…Word Work After Reading |
12 Guided Reading | How do I Deliver a Lesson…Writing After Reading |
13 Guided Reading | Formative Assessments |
14 Guided Reading | A Crash Course in Running Records |
15 Guided Reading | Grouping and Regrouping |
16 Guided Reading | How do I Deliver a Lesson…Extend Learning After Reading |
17 Guided Reading | How do I Deliver a Lesson…Reading Comprehension Strategies After Reading |
18 Guided Reading | Revisit Data Collection and Planning Next Steps |
19 Guided Reading | Teacher Toolkit for Guided Reading Part 1 |
20 Guided Reading | Teacher Toolkit for Guided Reading Part 2 |
01 Guided Reading 2.0 | Teachers as Decision Makers in Guided Reading |
02 Guided Reading 2.0 | The Learner- Where it All Begins |
03 Guided Reading 2.0 | Key Reading Behaviors- Emergent Readers |
04 Guided Reading 2.0 | Key Reading Behaviros- Early Readers |
05 Guided Reading 2.0 | Key Reading Behaviors- Transitional Readers |
06 Guided Reading 2.0 | Key Reading Behaviors- Self-Extending Readers |
07 Guided Reading 2.0 | Common Instructional Goals for Guided Reading |
08 Guided Reading 2.0 | Selecting Text with the Goal in Mind |
09 Guided Reading 2.0 | In the Moment Teaching Decision |
10 Guided Reading 2.0 | Teaching Decisions in the Book Introduction |
11 Guided Reading 2.0 | Teaching Decisions for Emergent Readers when the Goal is CAP |
12 Guided Readign 2.0 | Teaching Decisions for Emergent Readers when the Goal is Word Solving |
13 Guided Reading 2.0 | Teaching Decisions for Emergent Readers when the Goal is Fluency |
14 Guided Reading 2.0 | Teaching Decisions for Emergent Readers when the Goal is Comprehension |
15 Guided Reading 2.0 | Teaching Decisions for Early Readers when the goal is Word Solving |
16 Guided Reading 2.0 | Teaching Decisions with Early Readers when the goal is Fluency |
17 Guided Reading 2.0 | Teaching Decisions with Early Readers when the Goal is Comprehension |
18 Guided Reading 2.0 | Teaching Decisions with Advanced Readers when the Goal is Fluency |
19 Guided Reading 2.0 | Teaching Decisions with Advanced Readers when the Goal is Comprehension |
20 Guided Reading 2.0 | Metacognitive Decision Making |
01 Biliteracy Practices | What is Cross Linguistic Transfer? |
02 Biliteracy Practices | Routines for Teaching Transferable Skills between English and Spanish |
03 Biliteracy Practices | Experience an example of cross linguistic transfer routine |
04 Biliteracy Practices | Metalinguistic Focus: Phonology |
05 Biliteracy Practices | Metalinguistic Focus: Morphology |
06 Biliteracy Practices | Metalinguistic Focus: Syntax and Grammar |
07 BIliteracy Practices | Metalinguistic Focus: Pragmatics |
08 Biliteracy Practices | Strategies for Transfer: Así se Dice |
09 Biliteracy Practices | Strategies for Transfer: Side by Side Anchor Chart |
10 Biliteracy Practices | Strategies for Transfer: Illustration Anchor Chart |
11 Biliteracy Practices | Implementing Cross-Linguistic Transfer to Phonics, Spelling, and Word Study |
12 Biliteracy Practices | Use Cross- Linguistic Transfer Instructional Routines in your Spanish Reading Workshop |
13 Biliteracy Practices | Incorporating cross-linguistic transfer strategies in Spanish Writing Workshop |
14 Biliteracy Practices | Teaching Non-Transferable Skills |
15 Biliteracy Practices | Translanguaging as an Instructional Approach to Support Student Learning |
16 Biliteracy Practices | Close Reading: Why Close Reading is an Important Routine to Include in Instruction |
17 Biliteracy Practices | Close Reading: How to Implement the First Reading in Close Reading |
18 Biliteracy Practices | Close Reading: How to Implement the Second Reading in Close Reading |
19 Biliteracy Practices | Close Reading: How to Implement the Third Reading in Close Reading |
20 Biliteracy Practices | Close Reading: How to Construct Text Dependent Questions |
01 Interactive Read Aloud | What is an Interactive Read Aloud |
02 Interactive Read Aloud | What is the Goal of an Interactive Read Aloud |
03 Interactive Read Aloud | What is the Structure of an Interactive Read Aloud |
04 Interactive Read Aloud | What are the Benefits of an Interactive Read Aloud |
05 Interactive Read Aloud | How to Choose a Book for an Interactive Read Aloud |
06 Interactive Read Aloud | How to Highlight Key Vocabulary of an Interactive Read Aloud |
07 Interactive Read Aloud | How to Determine a Focus Skill for an Interactive Read Aloud |
08 Interactive Read Aloud | How to Plan the Before of an Interactive Read Aloud |
09 Interactive Read Aloud | How to Plan the During of an Interactive Read Aloud |
10 Interactive Read Aloud | How to Plan the After of an Interactive Read Aloud |
11 Interactive Read Aloud | How to Stretch Thinking with Think Alouds |
12 Interactive Read Aloud | How to Add the Power of Collaborative Conversations |
13 Interactive Read Aloud | How to Use Act It Out |
14 Interactive Read Aloud | How to Use Stop & Draw and Stop & Jot |
15 Interactive Read Aloud | How to Use Nonverbal Hand Signals |
16 Interactive Read Aloud | How to Teach Making Text to Self Connections |
17 Interactive Read Aloud | How to Teach Making Text to Text Connections |
18 Interactive Read Aloud | How to Teach Making Text to World Connections |
19 Interactive Read Aloud | How to Practice Making Connections |
20 Interactive Read Aloud | Using Mentor Text During Interactive Read Alouds |
01 Literacy Leadership | The Administrator’s Role in Achieving a Balanced Approach to Literacy Instruction |
02 Literacy Leadership | A Reflective Lens for School-Wide Literacy Instructional Practices |
03 Literacy Leadership | How a Workshop Model Fits within a Balanced Literacy Framework |
04 Literacy Leadership | The Incredible Value of the Read-Aloud |
05 Literacy Leadership | Creating a Word Aware Classroom Culture |
06 Literacy Leadership | The Importance of a Well-Provisioned Classroom Library |
07 Literacy Leadership | The Purpose and Role of Shared Reading |
08 Literacy Leadership | The Purpose and Role of Shared Reading Continued… |
09 Literacy Leadership | “Look-Fors” in Prekindergarten Small Group Literacy Instruction |
10 Literacy Leadership | Responsive Guided Reading |
11 Literacy Leadership | Responsive Guided Reading Lesson Delivery |
12 Literacy Leadership | “Look-Fors” at Guided Reading Levels A-D |
13 Literacy Leadership | “Look-Fors” at Guided Reading Levels E-I |
14 Literacy Leadership | “Look-Fors” at Guided Reading Levels J-M |
15 Literacy Leadership | “Look-Fors” at Guided Reading Levels N-Z |
16 Literacy Leadership | Additional Small Group Reading Structures |
17 Literacy Leadership | The Interrelationship of Phonological Awareness, Phonemic Awareness, and Phonics |
18 Literacy Leadership | An Instructional Sequence for Phonics Instruction |
19 Literacy Leadership | What is the Rest of the Class Doing During Small Group Time? |
20 Literacy Leadership | Maintaining Student Engagement During Independent Reading |
01 Early Writing | The Role of Writing in Learning to Read Part 1 |
02 Early Writing | The Role of Writing in Learning to Read Part 2 |
03 Foundational Reading | Exploring Phonological Awareness and Phonemic Awareness Part 1 |
04 Foundational Reading | Exploring Phonological Awareness and Phonemic Awareness Part 2 |
05 Foundational Reading | Exploring Phonological Awareness and Phonemic Awareness Part 3 |
06 Foundational Reading | Exploring Phonics Through Word Study: An Introduction |
07 Foundational Reading | Exploring Phonics Through Word Study (Part 2: Vowel Letter Aa) |
08 Foundational Reading | Exploring Phonics Through Word Study (Part 3: Vowel Letter Ee) |
09 Foundational Reading | Exploring Phonics Through Word Study (Part 4: Vowel Letter Ii) |
10 Foundational Reading | Exploring Phonics Through Word Study (Part 5: Vowel Letter Oo) |
11 Foundational Reading | Exploring Phonics Through Word Study (Part 6: Vowel Letter Uu) |
12 Foundational Reading | Strategies for Teaching Reading Fluency |
13 Foundational Reading | Exploring the Differences Between Read Alouds and Shared Reading |
14 Foundational Reading | The Role of Sight Words in Learning to Read (Part 1) |
15 Foundational Reading | The Role of Sight Words in Learning to Read (Part 2) |
16 Foundational Reading | The Role of Sight Words in Learning to Read (Part 3) |
17 Foundational Reading | The Value of Using Magnetic Letters in Teaching Children to Read |
18 Foundational Reading | Magnetic Letter Activities for PreKindergarten and Kindergarten Students |
19 Foundational Reading | Magnetic Letter Activities for First Grade Students |
20 Foundational Reading | Magnetic Letter Activities for Second Grade Students |
01 Shared Reading | Shared Reading Overview |
02 Shared Reading | Shared Reading: Equity, Power, Support |
03 Shared Reading | Shared Reading: Lesson Components |
04 Shared Reading | Shared Reading: Responsive Planning |
05 Shared Reading | Shared Reading: Materials, Management and Text Selection |
06 Shared Reading | Shared Reading: Plan for Assessment |
07 Shared Reading | Shared Reading: Support for Multilingual Learners |
08 Shared Reading | Shared Reading: Setting Expectations for Readers |
09 Shared Reading | Shared Reading: Building Community with Shared Reading |
10 Shared Reading | Shared Reading and Word Study |
Lessons include opportunities, whole group, with partners, and individually, for students to talk about their learning.
K-2 Top-Notch Turn and Talks
3-5 Active Listening, Active Learning (coming soon!)
K-2 Planning an Interactive Read-Aloud: Fiction or nonfiction
K-2 Callbacks: Grabbing & Holding Attention
3-5 Peer-to-Peer: Digging Deeper (Accountable Talk Moves) (coming soon!)
3-5 Whole Class Grand Conversations
These lessons include responding in writing to text.
K-2 Responding to Fiction Text: Retelling Using the SWBS Strategy
3-5 Writing About Reading: Making Inferences About Characters
K-2 Responding to Fiction: Character Connections
K-2 Responding to Informational Books: Writing What We Learned
3-5 Making Predictions Using Text Evidence
This includes lessons around what to do before, during, and after reading (for fiction as well as nonfiction), monitoring for meaning, understanding text structure and genre, perhaps making inferences, summarizing, retelling/literal comprehension.
K-2 Before Reading: Previewing the Text: Fiction
K-2 Informational Text: Learning from all the Information on the Page (Photographs and/or Pictures/Text Features)
3-5 Author’s Purpose: Why did the Author Write This?
K-2 Monitoring Comprehension
3-5 What’s the Main Idea? Determining the Central Idea in Nonfiction Text (with Explicit Topic Sentences)
Lessons which include letters and sounds, phonological awareness, decoding strategies, vocabulary, fluency
K-2 Reading Fluency: Reading in Phrases
3-5 Learning New Vocabulary: Using Context Within and Beyond a Sentence (what if the definition is not right before or after?)
K-2 Orthographic Mapping: Learning to Read and Write High-Frequency Words
K-2 Using Cumulative Blending to Decode Unfamiliar One-Syllable Words
3-5 Fluently Reading with a Focus on Expression (by genre: fiction)
3-5 Learning and Using Prefixes
3-5 Decoding Multisyllabic Words: Closed Syllables