Lucy Calkins on the “Science of Reading.” Seriously.
Posted November 25, 2019
by Claude Goldenberg, Nomellini & Olivier Professor of Education, emeritus, Stanford University
I left graduate school fully convinced that this was axiomatic: The road to reading is paved on a foundation of meaning. Fortunately, I spent the first years after my degree as a first grade teacher in a bilingual school, teaching, or at least trying to teach, reading in English and in Spanish. I learned from the children and colleagues at my school that this is not axiomatic; it is just wrong.But my learning was not without a struggle. Axiomatic convictions don’t go away without a fight. And I fought mightily. But in the end, the evidence won out. And by evidence I don’t just mean what researchers and others publish in their articles and professors say or don’t say to their students and anyone who will listen. I also mean what I was seeing before my very eyes. As both a teacher and a beginning researcher, my convictions were put to the test, and some didn’t pan out.
“I’m Mad as Hell and I’m Not Going to Take This Anymore”
Posted November 23, 2019
by Linda Diamond, President, CORE and author of Teaching Reading Sourcebook and Assessing Reading: Multiple Measures
In 1976, when news Anchor Howard Beale in the film Network yelled this famous line on air and urged everyone to open their windows and yell too, it resonated with me. It resonates even more now as once again the reading science deniers disparage those of us in the reading research community who accept the settled science on teaching reading by implying all we care about is phonics. That is a cheap shot that cannot be further from the truth. However, it is a slick strategy by the advocates of other teaching methods to belittle the rest of us and stir up anger and more sales of products that ultimately only work for a few children. This same line of resistance has been used to smear any curriculum that didn’t fit a “balanced literacy” or guided reading approach and was successfully used against a fantastic ELA curriculum, Open Court, as being only about phonics. Again, a big lie. Explicit systematic instruction, the science of reading, Structured Literacy, whatever the term, has NEVER, I repeat NEVER been all about phonics. It is about a systematic and explicit approach to developing ALL the critical literacy skills, including phonemic awareness, sound-spelling relationships, syllable patterns and morphemes, fluency, sentence and paragraph structure, vocabulary, text structure and comprehension.Why Are We Still Focusing on Standards?
Posted June 20, 2019
By Linda Diamond, President, CORE & Dale Webster, Chief Academic Officer, CORE
As many of our readers know, CORE has never wavered from its stance that teachers should be knowledgeable about ELA and/or math pedagogy and equally important, teachers deserve support to implement an evidence-based, standards-aligned curriculum for ELA and math. A renewed focus among educators on implementing a curriculum is a shift from the past several years where many school districts provided teachers with internally-created and loosely-designed units of study. This shift from units of study to adopting standards-aligned materials has been occurring more and more in school districts across the country and is supported by organizations such as the Gates Foundation.
A Standards-Aligned Curriculum with Excellent Implementation is Still Not Enough
Posted May 1, 2019
Our most vulnerable students also require structured materials designed specifically to fill learning gaps
by Linda Diamond, President, CORE and author of the Teaching Reading Sourcebook and Assessing Reading: Multiple Measures
Back in September 2018 I wrote about the importance of selecting and fully implementing a great curriculum with excellent support and ongoing professional learning. This is a huge and important step in accelerating achievement for all students. But is that enough? The answer, unfortunately is “no.” A standards-aligned, high-quality curricula, while significantly improving outcomes for many students, will not be sufficient for those most at risk. Core curriculum is targeted at grade-level standards and will ensure all students have access to robust content, but it will not meet the needs of students who are significantly behind in their skills. Such students will still require a targeted or intensive intervention curricula that is well beyond what a standards-aligned core program can provide.
Small Group Instruction: How to Make it Effective
Posted September 27, 2018
All teachers want their students’ achievement levels to increase. Small group instruction and cooperative learning have a significant impact on student achievement (Hattie, 2009) and are widely used in elementary classrooms. Many middle and high school teachers are increasingly using these structures in other content areas. However, prior to implementing small group instruction teachers often have questions to be answered.
I left graduate school fully convinced that this was axiomatic: The road to reading is paved on a foundation of meaning. Fortunately, I spent the first years after my degree as a first grade teacher in a bilingual school, teaching, or at least trying to teach, reading in English and in Spanish. I learned from the children and colleagues at my school that this is not axiomatic; it is just wrong.
In 1976, when news Anchor Howard Beale in the film Network yelled this famous line on air and urged everyone to open their windows and yell too, it resonated with me. It resonates even more now as once again the reading science deniers disparage those of us in the reading research community who accept the settled science on teaching reading by implying all we care about is phonics. That is a cheap shot that cannot be further from the truth. However, it is a slick strategy by the advocates of other teaching methods to belittle the rest of us and stir up anger and more sales of products that ultimately only work for a few children. This same line of resistance has been used to smear any curriculum that didn’t fit a “balanced literacy” or guided reading approach and was successfully used against a fantastic ELA curriculum, Open Court, as being only about phonics. Again, a big lie. Explicit systematic instruction, the science of reading, Structured Literacy, whatever the term, has NEVER, I repeat NEVER been all about phonics. It is about a systematic and explicit approach to developing ALL the critical literacy skills, including phonemic awareness, sound-spelling relationships, syllable patterns and morphemes, fluency, sentence and paragraph structure, vocabulary, text structure and comprehension.