Curriculum Developer, Core ELA — Grades K

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 change maker?

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.

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.

The work follows our backwards-design process, so the role's focus shifts as the program is built.

Focus:
Help build the knowledge foundation for grades K–2.

Key Outputs:
Recommendations for unit text sets that meet pedagogical goals of the program.

Focus:
Help design the instruction that uses those text sets.

Key Outputs:
Lessons, writing tasks, comprehension routines, assessments, rubrics.

Focus:
Help keep the band coherent and classroom-ready.

Key Outputs:
Pilot feedback, revisions, alignment documents, cross-band reviews.

• Research and recommend read‑aloud anchor texts, picture books, and supporting texts for each unit’s knowledge topic and culminating task.
• Source non‑text elements young learners can use to build knowledge, including photographs, art, maps, simple diagrams, video, and audio.
• Evaluate read‑aloud texts for quality, accuracy, and complexity, and student‑facing texts for decoding and accessibility.
• Review texts for representation, bias, and sensitivity, and for fit with district adoption criteria.
• Sequence each text set so knowledge and vocabulary build across read‑alouds, units, and grades.
• Write original texts to spec, including decodable and accessible texts tied to the Fundations scope and sequence, with set word counts and target vocabulary.
• Support work with freelance authors, including drafting briefs and editing their work for accuracy, voice, and alignment.
• Keep text set records, including sources, citations, and rights status, and work with the permissions team on clearances, timelines, and alternates.
• Design unit and lesson structures that move from read‑aloud anchor text to a culminating oral or written task, using gradual release of responsibility.
• Write interactive read‑aloud lessons, discussion routines, and vocabulary instruction that build listening comprehension and oral language.
• Develop early writing instruction, including oral rehearsal, drawing and labeling, shared and interactive writing, and sentence‑level composition.
• Connect writing to Fundations…