Wilson Language Training

Here at Wilson Language Training, we are committed to working together for our mission to achieve literacy for all. We believe literacy is a fundamental right and should be attainable for all people. We strive to reflect this belief in our work.
The success of our team members is no less paramount. We’re dedicated to ensuring that every Wilson employee experiences truly satisfying professional development while feeling inspired to bring their authentic selves to work. Are you ready to be a changemaker?
Wilson Language training is growing and is looking to hire Curriculum Developers, Core ELA — Grades K–2 Contract Roles. The contract assignment will begin at hire and continue through December 31, 2027.
Position summary
The Instructional Development Support, Grades K–2, helps build the Core ELA program for kindergarten through grade 2. In these grades, students build knowledge mostly by listening to complex texts read aloud and talking about them, while Fundations builds the code. You will first help build the text sets for this band, then help design the listening comprehension, oral language, and early writing instruction that uses them. The units you help create will fit tightly with Fundations, follow our scope and sequence, and lead into the grades 3–5 program.
This is an individual contributor role with no direct reports. You'll work under the direction of Curriculum Development leadership, alongside fellow specialists, the Grades 3–5 team, our Writing Systems team, rights and permissions, design, and product owners.
How the role grows
The work follows our backwards-design process, so the role's focus shifts as the program is built.
Phase 1 Text Sets &amp; Content:
Focus: Help build the knowledge foundation for grades K–2.
Key Outputs: Recommendations for unit text sets that meet pedagogical goals of the program.
Phase 2 Writing &amp; Comprehension:
Focus: Help design the instruction that uses those text sets.
Key Outputs: Lessons, writing tasks, comprehension routines, assessments, rubrics.
Phase 3: Ongoing: Team Contribution:
Focus: Help keep the band coherent and classroom-ready.
Key Outputs: Pilot feedback, revisions, alignment documents, cross-band reviews.
What you'll do
Phase 1: Text Sets &amp; Content Development
<ul>
<li>Research and recommend read-aloud anchor texts, picture books, and supporting texts for each unit's knowledge topic and culminating task.</li>
<li>Source non-text elements young learners can use to build knowledge, including photographs, art, maps, simple diagrams, video, and audio.</li>
<li>Evaluate read-aloud texts for quality, accuracy, and complexity, and student-facing texts for decoding and accessibility.</li>
<li>Review texts for representation, bias, and sensitivity, and for fit with district adoption criteria.</li>
<li>Sequence each text set so knowledge and vocabulary build across read-alouds, units, and grades.</li>
<li>Write original texts to spec, including decodable and accessible texts tied to the Fundations scope and sequence, with set word counts and target vocabulary.</li>
<li>Support work with freelance authors, including drafting briefs and editing their work for accuracy, voice, and alignment.</li>
<li>Keep text set records, including sources, citations, and rights status, and work with the permissions team on clearances, timelines, and alternates.</li>
</ul>
Phase 2: Writing &amp; Comprehension
<ul>
<li>Design unit and lesson structures that move from read-aloud anchor text to a culminating oral or written task, using gradual release of responsibility.</li>
<li>Write interactive read-aloud lessons, discussion routines, and vocabulary instruction that build listening comprehension and oral language.</li>
<li>Develop early writing instruction, including oral rehearsal, drawing and labeling, shared and interactive writing, and sentence-level composition.</li>
<li>Connect writing to Fundations handwriting, spelling, and sentence skills, so students apply the code as they compose.</li>
<li>Plan text-dependent questions, retelling routines, and discussion protocols tied to each text set's knowledge goals.</li>
<li>Design age-appropriate assessments, including observation tools, oral response checks, early writing rubrics, and progress checks.</li>
<li>Plan differentiation and scaffolds for multilingual learners, students with disabilities, and students at different stages of decoding.</li>
<li>Contribute to reading comprehension design and work with the Writing Systems team on writing lessons.</li>
</ul>
Throughout: Team collaboration
<ul>
<li>Bring grades K–2 classroom expertise to team decisions about content, pacing, and fit with Fundations.</li>
<li>Align materials to state standards, the science of reading, and our skills framework, and document that alignment.</li>
<li>Take part in cross-grade reviews with the Grades 3–5 team so knowledge, vocabulary, and writing skills build across K–5.</li>
<li>Meet project timelines and quality standards, working with reviewers and design.</li>
<li>Help review, pilot, and revise materials based on teacher and student feedback.</li>
</ul>
What you bring
<ul>
<li>5+ years of K–2 classroom, intervention, literacy coaching, or school library experience.</li>
<li>3+ years developing ELA core or writing curriculum or educational texts for publication.</li>
<li>Experience building text sets or knowledge-building units around read-aloud anchor texts.</li>
<li>A portfolio of original texts written for young readers, ideally including decodable or informational text.</li>
<li>Deep knowledge of early literacy, including oral language development, listening comprehension, vocabulary, and emergent and early writing.</li>
<li>Strong understanding of how foundational skills and knowledge building work together in K–2.</li>
<li>Experience designing early-grade assessments and interpreting young students' oral and written work.</li>
<li>Working knowledge of the science of reading and structured literacy, including the Simple View of Reading and Scarborough's Reading Rope.</li>
<li>Working knowledge of copyright, fair use, and the permissions process.</li>
<li>Strong research, fact-checking, and organization skills, and clear writing for teachers.</li>
<li>Bachelor's degree in education, early childhood education, English, or a related field.</li>
</ul>
Nice to have
<ul>
<li>Experience teaching Fundations, or training or classroom use of EmPOWER™ or Brain Frames®.</li>
<li>Master's degree in literacy, reading, early childhood, or special education, or reading specialist certification.</li>
<li>Experience writing decodable or controlled-vocabulary texts.</li>
<li>Experience with interactive read-aloud and dialogic reading practices.</li>
<li>Experience supporting multilingual learners' oral language development.</li>
<li>Experience with EdReports or state adoption review criteria.</li>
<li>Experience working on a collaborative, cross-functional curriculum team.</li>
</ul>
Wilson has identified the anticipated pay range for this role based on the many factors that we consider in defining compensation levels for our roles, including market data, and internal equity considerations. Actual pay will vary based on geographic location, education, work experience, skills, market data, and internal equity considerations.
Anticipated Pay Range: $45 per hour to $55 per hour

Curriculum Developer, Core ELA — Grades K–2 Contract Role

Curriculum Developer, Core ELA — Grades K–2 Contract Role

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