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L

Look

Step 1: Look at the letters, language, and comprehension

L Lessons
  • Letter sounds and words
  • Practice saying words in a sentence, what is their meaning
  • Repeated reading and impact on comprehension
  • Fluently read passages and focus on rate and tone
  • Using suffixes and prefixes to build words
  • See it, say it, write it
  • Importance of listening to reading
  • Listen to your inner conversation
  • Forming ideas and retelling important info
  • Think, think again….critical thinking
  • What is important about background knowledge?
  • What is an inference? (background knowledge/schema plus text)
  • What’s most important V what’s kind of interesting
  • Language comprehension V textual comprehension
  • Working with unfamiliar words. What do we do when we don’t know a word?
  • Use context within and beyond a sentence to determine meaning
  • When I read the word _________, I know it means ___________ because I know ______________
  • Metaphors
  • Similes
  • What’s a reading genre?
  • Importance of previewing text before reading
  • Before I attempt to read, what do I know about the topic?
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+

Plus *Bonus Content*

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.

In this section:

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 LessonLesson 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 LessonLesson 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 LessonLesson 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 LessonLesson 4: IF some students are having difficulty decoding CCVC words with s-blends THEN you may want to teach this lesson.
05 Small Group LessonLesson 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 ReadingWhat’s Guided Reading?
02 Guided ReadingWhy is Guided Reading Important?
03 Guided ReadingWhen Do I Conduct a Guided Reading Lesson
04 Guided ReadingHow Do I Deliver a Lesson Before Reading
05 Guided ReadingHow Do I Deliver a Lesson During Reading
06 Guided ReadingPraise. Probe. Polish in Guided Reading
07 Guided ReadingMaking In the Moment Decisions
08 Guided ReadingHow do I Deliver a Lesson…Rich Discussions
09 Guided ReadingHow do I Deliver a Lesson…Teaching Point After Reading
10 Guided ReadingProcessing Stategies After Guided Reading
11 Guided ReadingHow do I Deliver a Lesson…Word Work After Reading
12 Guided ReadingHow do I Deliver a Lesson…Writing After Reading
13 Guided ReadingFormative Assessments
14 Guided ReadingA Crash Course in Running Records
15 Guided ReadingGrouping and Regrouping
16 Guided ReadingHow do I Deliver a Lesson…Extend Learning After Reading
17 Guided ReadingHow do I Deliver a Lesson…Reading Comprehension Strategies After Reading
18 Guided ReadingRevisit Data Collection and Planning Next Steps
19 Guided ReadingTeacher Toolkit for Guided Reading Part 1
20 Guided ReadingTeacher Toolkit for Guided Reading Part 2
01 Guided Reading 2.0Teachers as Decision Makers in Guided Reading
02 Guided Reading 2.0The Learner- Where it All Begins
03 Guided Reading 2.0Key Reading Behaviors- Emergent Readers
04 Guided Reading 2.0Key Reading Behaviros- Early Readers
05 Guided Reading 2.0Key Reading Behaviors- Transitional Readers
06 Guided Reading 2.0Key Reading Behaviors- Self-Extending Readers
07 Guided Reading 2.0Common Instructional Goals for Guided Reading
08 Guided Reading 2.0Selecting Text with the Goal in Mind
09 Guided Reading 2.0In the Moment Teaching Decision
10 Guided Reading 2.0Teaching Decisions in the Book Introduction
11 Guided Reading 2.0Teaching Decisions for Emergent Readers when the Goal is CAP
12 Guided Readign 2.0Teaching Decisions for Emergent Readers when the Goal is Word Solving
13 Guided Reading 2.0Teaching Decisions for Emergent Readers when the Goal is Fluency
14 Guided Reading 2.0Teaching Decisions for Emergent Readers when the Goal is Comprehension
15 Guided Reading 2.0Teaching Decisions for Early Readers when the goal is Word Solving
16 Guided Reading 2.0Teaching Decisions with Early Readers when the goal is Fluency
17 Guided Reading 2.0Teaching Decisions with Early Readers when the Goal is Comprehension
18 Guided Reading 2.0Teaching Decisions with Advanced Readers when the Goal is Fluency
19 Guided Reading 2.0Teaching Decisions with Advanced Readers when the Goal is Comprehension
20 Guided Reading 2.0Metacognitive Decision Making
01 Biliteracy PracticesWhat is Cross Linguistic Transfer?
02 Biliteracy PracticesRoutines for Teaching Transferable Skills between English and Spanish
03 Biliteracy PracticesExperience an example of cross linguistic transfer routine
04 Biliteracy PracticesMetalinguistic Focus: Phonology
05 Biliteracy PracticesMetalinguistic Focus: Morphology
06 Biliteracy PracticesMetalinguistic Focus: Syntax and Grammar
07 BIliteracy PracticesMetalinguistic Focus: Pragmatics
08 Biliteracy PracticesStrategies for Transfer: Así se Dice
09 Biliteracy PracticesStrategies for Transfer: Side by Side Anchor Chart
10 Biliteracy PracticesStrategies for Transfer: Illustration Anchor Chart
11 Biliteracy PracticesImplementing Cross-Linguistic Transfer to Phonics, Spelling, and Word Study
12 Biliteracy PracticesUse Cross- Linguistic Transfer Instructional Routines in your Spanish Reading Workshop
13 Biliteracy PracticesIncorporating cross-linguistic transfer strategies in Spanish Writing Workshop
14 Biliteracy PracticesTeaching Non-Transferable Skills
15 Biliteracy PracticesTranslanguaging as an Instructional Approach to Support Student Learning
16 Biliteracy PracticesClose Reading: Why Close Reading is an Important Routine to Include in Instruction
17 Biliteracy PracticesClose Reading: How to Implement the First Reading in Close Reading
18 Biliteracy PracticesClose Reading: How to Implement the Second Reading in Close Reading
19 Biliteracy PracticesClose Reading: How to Implement the Third Reading in Close Reading
20 Biliteracy PracticesClose Reading: How to Construct Text Dependent Questions
01 Interactive Read AloudWhat is an Interactive Read Aloud
02 Interactive Read AloudWhat is the Goal of an Interactive Read Aloud
03 Interactive Read AloudWhat is the Structure of an Interactive Read Aloud
04 Interactive Read AloudWhat are the Benefits of an Interactive Read Aloud
05 Interactive Read AloudHow to Choose a Book for an Interactive Read Aloud
06 Interactive Read AloudHow to Highlight Key Vocabulary of an Interactive Read Aloud
07 Interactive Read AloudHow to Determine a Focus Skill for an Interactive Read Aloud
08 Interactive Read AloudHow to Plan the Before of an Interactive Read Aloud
09 Interactive Read AloudHow to Plan the During of an Interactive Read Aloud
10 Interactive Read AloudHow to Plan the After of an Interactive Read Aloud
11 Interactive Read AloudHow to Stretch Thinking with Think Alouds
12 Interactive Read AloudHow to Add the Power of Collaborative Conversations
13 Interactive Read AloudHow to Use Act It Out
14 Interactive Read AloudHow to Use Stop & Draw and Stop & Jot
15 Interactive Read AloudHow to Use Nonverbal Hand Signals
16 Interactive Read AloudHow to Teach Making Text to Self Connections
17 Interactive Read AloudHow to Teach Making Text to Text Connections
18 Interactive Read AloudHow to Teach Making Text to World Connections
19 Interactive Read AloudHow to Practice Making Connections
20 Interactive Read AloudUsing Mentor Text During Interactive Read Alouds
01 Literacy LeadershipThe Administrator’s Role in Achieving a Balanced Approach to Literacy Instruction
02 Literacy LeadershipA Reflective Lens for School-Wide Literacy Instructional Practices
03 Literacy LeadershipHow a Workshop Model Fits within a Balanced Literacy Framework
04 Literacy LeadershipThe Incredible Value of the Read-Aloud
05 Literacy LeadershipCreating a Word Aware Classroom Culture
06 Literacy LeadershipThe Importance of a Well-Provisioned Classroom Library
07 Literacy LeadershipThe Purpose and Role of Shared Reading
08 Literacy LeadershipThe Purpose and Role of Shared Reading Continued…
09 Literacy Leadership“Look-Fors” in Prekindergarten Small Group Literacy Instruction
10 Literacy LeadershipResponsive Guided Reading
11 Literacy LeadershipResponsive 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 LeadershipAdditional Small Group Reading Structures
17 Literacy LeadershipThe Interrelationship of Phonological Awareness, Phonemic Awareness, and Phonics
18 Literacy LeadershipAn Instructional Sequence for Phonics Instruction
19 Literacy LeadershipWhat is the Rest of the Class Doing During Small Group Time?
20 Literacy LeadershipMaintaining Student Engagement During Independent Reading
01 Early WritingThe Role of Writing in Learning to Read Part 1
02 Early WritingThe Role of Writing in Learning to Read Part 2
03 Foundational ReadingExploring Phonological Awareness and Phonemic Awareness Part 1
04 Foundational ReadingExploring Phonological Awareness and Phonemic Awareness Part 2
05 Foundational ReadingExploring Phonological Awareness and Phonemic Awareness Part 3
06 Foundational ReadingExploring Phonics Through Word Study: An Introduction
07 Foundational ReadingExploring Phonics Through Word Study (Part 2: Vowel Letter Aa)
08 Foundational ReadingExploring Phonics Through Word Study (Part 3: Vowel Letter Ee)
09 Foundational ReadingExploring Phonics Through Word Study (Part 4: Vowel Letter Ii)
10 Foundational ReadingExploring Phonics Through Word Study (Part 5: Vowel Letter Oo)
11 Foundational ReadingExploring Phonics Through Word Study (Part 6: Vowel Letter Uu)
12 Foundational ReadingStrategies for Teaching Reading Fluency
13 Foundational ReadingExploring the Differences Between Read Alouds and Shared Reading
14 Foundational ReadingThe Role of Sight Words in Learning to Read (Part 1)
15 Foundational ReadingThe Role of Sight Words in Learning to Read (Part 2)
16 Foundational ReadingThe Role of Sight Words in Learning to Read (Part 3)
17 Foundational ReadingThe Value of Using Magnetic Letters in Teaching Children to Read
18 Foundational ReadingMagnetic Letter Activities for PreKindergarten and Kindergarten Students
19 Foundational ReadingMagnetic Letter Activities for First Grade Students
20 Foundational ReadingMagnetic Letter Activities for Second Grade Students
01 Shared ReadingShared Reading Overview
02 Shared ReadingShared Reading: Equity, Power, Support
03 Shared ReadingShared Reading: Lesson Components
04 Shared ReadingShared Reading: Responsive Planning
05 Shared ReadingShared Reading: Materials, Management and Text Selection
06 Shared ReadingShared Reading: Plan for Assessment
07 Shared ReadingShared Reading: Support for Multilingual Learners
08 Shared ReadingShared Reading: Setting Expectations for Readers
09 Shared ReadingShared Reading: Building Community with Shared Reading
10 Shared ReadingShared Reading and Word Study
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S

Speaking & Listening

Lessons include opportunities, whole group, with partners, and individually, for students to talk about their learning.

In this section:

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

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N

Navigating Response

These lessons include responding in writing to text.

In this section:

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

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E

Engaging with the Text

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.

In this section:

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)

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Add Your Heading Text Here

L

Laying the Foundation

Lessons which include letters and sounds, phonological awareness, decoding strategies, vocabulary, fluency

In this section:

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

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