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.

Wilson Language training is growing and is looking to hire Curriculum Developers, Core ELA — Grades 3–5 Contract Positions. The assignment will begin at the hire date and continue through December 31, 2027.

Position summary

The Instructional Development Support, Grades 3–5, helps build the Core ELA program for grades 3 through 5. In these grades, students move from learning to read toward reading, discussing, and writing about complex texts with growing independence. You will first help build the text sets for this band, then help design the comprehension and writing instruction that uses them. The units you help create will fit with Fundations, follow our scope and sequence, and build on the K–2 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 K–2 team, our Writing Science 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 & Content:

Focus: Help build the knowledge foundation for grades 3–5.

Key Outputs: Unit text sets that meet the pedagogical goals of the program.

Phase 2 Writing & 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 & Content Development

• Research and recommend anchor texts and supporting texts, including chapter books, excerpts, and informational articles, for each unit’s knowledge topic and culminating task.
• Source non-text elements that deepen knowledge, including primary sources, maps, timelines, data displays, art, video, and audio.
• Evaluate texts for quality, accuracy, and complexity using quantitative, qualitative, and reader-and-task measures.
• Review texts for representation, bias, and sensitivity, and for multiple perspectives and fit with district adoption criteria.
• Build paired and multi-text sets that let students compare, synthesize, and write from several sources.
• Sequence each text set so knowledge, vocabulary, and morphology build across texts, units, and grades.
• Write original informational and literary texts to spec, including word count, complexity band, target vocabulary, and accessibility needs for students still building fluency.
• 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.

Phase 2: Writing & Comprehension

• Design unit and lesson structures that move from anchor text to culminating writing task, using gradual release of responsibility.
• Write lessons and routines for close reading, text structure, vocabulary and morphology, and text-based discussion.
• Develop writing instruction across narrative, informational, opinion/argument, and research genres, from sentence and paragraph work to multi-paragraph composition and revision.
• Plan text-dependent questions, discussion protocols, and writing prompts that ask students to use evidence from one or more texts.
• Design formative and summative assessments, including constructed responses, text-based writing rubrics, anchor papers, and progress checks.
• Plan differentiation and scaffolds for multilingual learners, students with disabilities, and students who still need decoding or fluency support.
• Contribute to reading comprehension design and work with the Writing Systems team on writing lessons.

Throughout: Team collaboration

• Bring grades 3–5 classroom expertise to team…