Posted December 13, 2019
The Michigan Department of Education (MDE) recently named Consortium on Reaching Excellence in Education (CORE) as one of the approved providers for research-based effective literacy instructional professional learning. CORE will partner with Michigan educators to facilitate significant improvement in educator effectiveness through job-embedded professional learning based on the science of reading.
CORE’s Elementary Reading Academy, based on the nationally recognized Teaching Reading Sourcebook, coupled with coaching covers the content identified in Michigan’s Essential Instructional Practices in Early Literacy, K‐3. CORE’s professional learning also incorporates brain research, linguistics and dyslexia information, and Structured Literacy Practices. Working with CORE, educators will gain the knowledge and instructional skills to help all students, even English learners and those with dyslexia, become strong readers.
As a provider of research‐based effective literacy professional learning for more than 26 years, CORE is excited to expand their work in Michigan to more schools and districts.
Posted December 10, 2019
Last month, EdReports.org released reviews of five ELA Foundational Skills programs, evaluating them each based on the reading foundational skills called for, including whether or not the skills apply research-based practices and are presented systematically with explicit instruction.
Linda Diamond, president of CORE, was a reviewer and provided feedback on the development of the rubrics used to evaluate the various curriculum programs and also reviewed the detailed descriptions the reviewers used along with the rubrics. Five programs have been reviewed so far. We encourage you to read the reviews, especially if you’re currently using or considering implementing one of the programs.
Posted December 6, 2019
Dale Webster, Chief Academic Officer for CORE, will be participating in a webinar series produced by the Center for the Collaborative Classroom.
The two webinars will feature California leaders who are doing the work to ensure that all their students become strong, confident readers. Together we’ll explore common challenges and share guidance and instructional considerations—all based on research. These webinars will particularly address Tier I and Tier II in light of what we know about explicit, systematic phonics instruction.
January 16: What Is Research-based Literacy Intervention?
February 6: How Are You Supplementing Your Tier 1?
Posted November 13, 2019
Understanding how word-level reading develops and why some students struggle are valuable starting points for planning reading instruction and interventions. Knowing this puts educators in a good position to determine what aspect(s) of the reading process may be creating difficulties for children. This in turn, enables educators to provide intervention that is highly effective to minimize or eliminate the reading difficulty.
Posted October 30, 2019
In this edition of the Academic Quarterly, the Reading Expert discusses a few ways that educators can distinguish between a true reading disability and English language development challenges in English learners.
The Marvelous Mathematician shares the important role note taking plays in helping students retain learning and why students must be explicitly taught how to take notes. He provides tips on how teachers should plan for notes to be used in lessons and how to make them part of the learning process.
Finally, the Leadership Corner provides resources on the science of teaching reading, including articles, podcasts, blog posts, and an upcoming webinar with Dr. David Kilpatrick, the author of Essentials of Assessing, Preventing, and Overcoming Reading Difficulties.
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