Stride K12 Curriculum
Stride K12 Curriculum
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Phonics 2: Supplemental Foundational Skills Program
Overview
Phonics 2 is an explicit and systematic phonics course designed to supplement the core Grade 2 ELA curriculum. Built on a carefully developed instructional scope and sequence grounded in reading research, the course provides direct instruction in essential foundational skills. These include phonological awareness, phonics, word analysis, high-frequency words with irregular spellings, and fluency.
While core literacy instruction continues through ELA 2, Phonics 2 serves as a strategic bridge between early foundational phonics and more advanced word-reading skills. It is designed for flexible use with whole-group, small-group, or individual instruction—making it ideal for targeted intervention or differentiated support.
Key Features
Explicit, research-based instruction in phonological awareness, phonics, and word analysis
High-frequency word instruction using irregular Heart Words and high-frequency words with regular sound–spelling patterns
Built-in modeled fluency lessons that teach “fix-up” strategies to support self-monitoring and comprehension
Vocabulary development through Discover Words—Tier 2 and Tier 3 academic terms selected from research-aligned lists and spiraled to align with the phonics scope and sequence
Flexible implementation model for use across various instructional settings
This link opens the official course listing for Phonics 2 on the K12 website.
It includes a summary of the course purpose, structure, and grade-level alignment within the K–5 curriculum.
Served as lead curriculum architect.
Designed the full instructional scope and sequence, skills map, fluency strategy progression, high-frequency word integration, and all decodable text.
Wrote the internal instructional overview and implementation guide.
Developed the guided lesson structure, authored all lessons, and created the formative and summative assessments for use by instructional designers.
Overview
The K–5 ELA updates were part of a targeted initiative to strengthen foundational literacy instruction across all elementary grade levels. Grounded in reading research and aligned with state curriculum expectations, the updates focused on improving instruction in fluency, spelling, and word recognition.
Enhanced materials include new teacher-facing resources, updated lesson routines, and consistent instructional models that reflect how students learn to read. These updates provide cohesive, research-based instruction that supports fluent and accurate reading. New routines emphasize phoneme–grapheme correspondences, strengthen word recognition skills, and build fluency through repeated reading that targets all components of fluent reading—rate, accuracy, and prosody—laying a stronger foundation for literacy success across Grades K–5.
Key Features
Repeated Reading routines added to Grades 1–5 to support fluency development through modeling, structured rereading, self-recording, and self-reflection
New Heart Word instruction in Grades K–2 emphasizing orthographic mapping and sound–symbol analysis of irregular high-frequency words
Redesigned spelling instruction in Grades 3–5 focused on phoneme–grapheme correspondences and decoding of irregular word patterns using syllabication strategies
Brand-new teacher scripts developed to reflect reading research and provide clear, consistent instructional guidance across all grade levels
New lesson visuals created in collaboration with design teams to ensure alignment, clarity, and consistency across the K–5 curriculum
This link opens the K–5 course offerings page on the K12 website. Scroll through the Elementary School section to view official course descriptions for the updated programs:
Phonics K
Phonics 1
ELA 2
ELA 3
ELA 4
ELA 5
Served as lead curriculum architect for foundational literacy enhancements in Grades K–5.
Conducted instructional analysis to identify gaps in research alignment.
Designed new fluency routines, revised spelling and word recognition lessons, and authored teacher-facing scripts focused on orthographic mapping and sound–symbol relationships.
Developed instructional models and collaborated with instructional designers, editors, and visual designers to ensure consistent integration across grade levels.