06/05/2026
This summer, I’m working with a few students who needed a slight shift from our typical structured literacy lesson framework.
They needed the opportunity to really see how those skills actually show up in real reading.
So for these students, we’re shifting from a traditional phonogram-focused lesson to a book-based structured literacy lesson.
The structure is still there.
We’re still working on phonological awareness, phonics, fluency, vocabulary, comprehension, and writing.
But instead of organizing the entire lesson around one target phonics pattern, we’re organizing the lesson around a book the student is reading.
That means we can still practice the same routines, but the words, sentences, vocabulary, comprehension work, and writing are pulled directly from the text.
This is where generalization starts to happen.
Because students don’t just need to learn a skill in isolation.
They need to recognize it, use it, and apply it when the reading actually matters to them.
The goal is not to make structured literacy less systematic.
The goal is to help students connect the system to real reading, real language, and real meaning.
That’s the work we’re focusing on this summer.
If you’re looking for a more engaging way to support literacy skills this summer, check out our Book Clubs Spotlight PD https://smarterintervention.com/ondemand-pd/bookclubs. We’ll walk you through the exact process we use.
