Teaching · For Teachers

New, review, review, check.
A week that holds.

Structured literacy moves at the pace of mastery, and a week with too many new concepts leaves no time to practice them. Plan each session’s day, minutes, concept and kind. The calendar adds the minutes against what the group should get, counts new and review sessions and flags new concepts back to back, a week with no review and a week short of its minutes.

Plan a weekWhat you get
$19one-time · every device you sign in on
Buy · $19

Included with Caveat Classroom and Whole-school licenses. Or get it in the For Teachers toolkit, $79 for 79 items.

Weeks

The worked example is made up: a balanced small-group week, a week with three new concepts in a row and a one-to-one week 90 minutes short. Saved on this device only.

Loading the week form. If nothing appears, turn on JavaScript.

What you get

Teaching · For Teachers$19 · included with Classroom and Whole-school licenses

What you finish with
A record per group per week: code, week, target minutes and, per session, day, minutes, kind (new concept, review and practice, check) and concept, with notes. Works out total minutes against the target and counts of new, review and check sessions; flags weeks short of the target, more than two new concepts, new concepts back to back and weeks with no review.
Who it is for
Reading teachers, interventionists, special education teachers and tutors planning structured literacy sessions for several groups or students.
Format
Browser calendar with a saved plan per group per week. Prints one week, every week in a table or a blank week; downloads a spreadsheet (.csv); exports and imports a file.
Access
$19 one-time, yours on every device you sign in on; the tool opens once you are signed in with it. Included with Caveat Classroom and Whole-school licenses. Also in the For Teachers toolkit ($79) and the Teaching Suite pass ($199), and 1 more bundle. Everything you type stays in this browser; nothing is sent to Caveat.
Where it lives
The For Teachers space in Caveat Teaching.
Support
Questions about access, an order or a correction: team@caveatacademic.com.

How to use it

  1. Add the group, the week and its target minutes.
  2. Add each session in order.
  3. Mark each session new, review or check.
  4. Read the flags and move a concept if needed.
  5. Copy the week as the start of the next one.

Plan a week

A week that builds and holds

A week that builds and holdsDaySessionWhyMondayNew conceptTaught explicitly, read and spelledTuesdayReview and practiceSame pattern mixed with earlier onesWednesdayNew conceptBuilds on Monday’s patternThursdayReview and practiceBoth new patterns, cumulativeFridayCheckRead and spell a fresh set of wordsA week that builds and holdsMondaySession: New conceptWhy: Taught explicitly, read and spelledTuesdaySession: Review and practiceWhy: Same pattern mixed with earlier onesWednesdaySession: New conceptWhy: Builds on Monday’s patternThursdaySession: Review and practiceWhy: Both new patterns, cumulativeFridaySession: CheckWhy: Read and spell a fresh set of words
A sample rhythm, not a rule: some students need two or three review sessions before the next new concept.

Any sequence, any program

The calendar holds the concepts you teach in the order you teach them. It fits programs that plan lessons a week at a time as well as a teacher’s own sequence, and it reproduces no program’s materials. Caveat is not affiliated with any program publisher.

Minutes matter

Intervention works through enough time on task. When a week falls short, from assemblies, testing or absences, the calendar shows the gap so it can be made up or noted, rather than found at the end of the term.

Sources

  1. International Dyslexia Association. Structured literacy: an introductory guide (dyslexiaida.org).
  2. Gersten, R., et al. (2009). Assisting Students Struggling with Reading: Response to Intervention and Multi-Tier Intervention in the Primary Grades (NCEE 2009-4045). Institute of Education Sciences, What Works Clearinghouse.
  3. Archer, A. L., and Hughes, C. A. (2011). Explicit Instruction: Effective and Efficient Teaching. Guilford Press.
  4. Moats, L. C. (2020). Speech to Print: Language Essentials for Teachers (3rd ed.). Brookes.

The worked example is made up. This page is an independent planning aid built on public structured literacy principles. Nothing you type is sent to Caveat. Support: team@caveatacademic.com.