A Simple Science of Reading Faculty Meeting Plan

Leading the shift toward the Science of Reading (SoR) can feel complex, especially when staff are at different stages of understanding. However, not every literacy conversation needs to be a full professional development day. Sometimes, a quick video and the right discussion questions are enough to spark meaningful change.

If you’re planning your next faculty meeting, here’s a simple structure you can use to guide a focused conversation about decoding, reading strategies, and instructional alignment.

Step 1: Watch (6 Minutes)

Share this short video (watch from 2:20-8:35).

At first glance, the student appears to be reading fluently. She moves smoothly through the text, her pacing sounds natural, and she seems confident.

But when pictures and context clues are removed, something becomes clear:

The student is not actually reading the words.

Instead, she’s relying on:

• Pictures

• Context clues

• Sentence patterns

This video often surprises educators, because the student who initially seems to be reading quite well is revealed to be almost entirely guessing. 

This highlights one of the core tensions between balanced literacy and science of reading-aligned instruction.

Step 2: Small-Group Discussion 

Place staff into small groups and ask:

• What cues is she relying on to figure out the words?

• When the cues are all removed, could she read the words?

• Any surprises or connections to your own classroom?

Encourage observation, not judgment.

The goal isn’t to critique teaching, it’s to sharpen awareness of how students work through words when reading is not yet automatic.

Step 3: Whole-Group Debrief

Bring the team back together and ask:

• What happens to a reader like this when pictures and context disappear?

• What happens later, when texts become more complex, with less pictures?

• What might we adjust in instruction to strengthen students’ decoding skills?

This is where the conversation shifts from awareness to action.

Why This Conversation Matters

When students rely heavily on pictures and context, they may appear to be reading fluently.

But as texts become denser and less supported by visuals, decoding weaknesses begin to surface.

This is why structured phonics instruction and explicit decoding practice are central to the Science of Reading (SoR) framework.

Without strong decoding skills:

• Reading fluency stalls

• Comprehension suffers

• Confidence & enjoyment decline

The earlier teams notice these patterns, the easier it is to adjust instruction.

Small Conversations Add Up

Literacy change doesn’t always require sweeping changes. Often, it starts simply. 

Here are some easy ways to begin meaningful change:

• A short video

• A few thoughtful questions

• Encouraging zero judgment of past choices

If you’re planning your next faculty meeting, this structure can help create a focused, productive discussion grounded in reading science (not opinion).

And sometimes, that’s all it takes to move instruction forward.

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