Get ready to help your fragile readers in grades 5–12 achieve success this school year by learning how to use The Third Quest, a comprehensive reading intervention for students in grades 5–12. We at CORE are so impressed at the effectiveness of this Tier 2 and 3 intervention that we have partnered with its author, Marilyn Sprick, to provide training and support.
If your school or district has purchased The Third Quest, you’re invited to join CORE for this three-day virtual, live workshop for a deep dive into using the program.
CORE’s President, Robert Sheffield, will moderate a panel of California’s five leading practitioners who have been working to provide our students with high-quality curriculum and instruction to support strong reading. In partnership with the Campaign for Grade-Level Reading (GLR), this panel of experts will share best practices and real-world success stories happening across California districts in Oakland, Los Angeles, and Pajaro Valley, which can be applied to your district or school’s context.
Enhance your practice with CORE’s 2021-22 free professional learning webinar series. From word problems and evidence-based practices in reading instruction to culturally responsive teaching, our webinars are a convenient and free way to build your knowledge. Watch them on your own or as part of your PLC. Everyone is welcome!
by Susan Van Zant and Nancy Volpe, Senior Literacy Specialists, CORE
As the current school year comes to an end, primary teachers are beginning to look ahead to the fall and plan for filling in the gaps of any unfinished learning. They may need to review the basics of phonological awareness with students. Phonological awareness is an umbrella term that includes the awareness of the larger parts of spoken language as well as the smaller parts. It can be broken into four developmental levels: word, syllable, onset-rime, and phoneme. Phonemic awareness is the understanding that words are made up of individual sounds, or phonemes, that can be isolated and manipulated. Students need to have well-developed phonological skills, especially phonemic awareness, to be successful readers and spellers as they progress through the grades.
This blog provides teachers with a series of fun activities and games designed to add sparkle to a foundational skills review. All activities are more fully explained in the CORE Teaching Reading Sourcebook. This blog will help to refresh your memories of the many phonological awareness How lessons found in this useful reference. Some favorite activities were selected. They are listed in sequential order because instruction should be explicit and sequential. (more…)
Do you have a truly intensive intervention of sufficient time and duration? Are the adolescents in your intensive reading intervention programs not making significant gains in their reading abilities? Linda Diamond — author of the Teaching Reading Sourcebook — shares what’s needed to ensure students with low reading skills benefit and eventually exit from intensive intervention programs.
In this edition of the Academic Quarterly, the Reading Expert shares recommended practices to leverage Tier 1 reading instruction to address COVID-related learning losses.
The Marvelous Mathematician provides recommendations for how to identify and prioritize unfinished learning needs so all students build their mathematical proficiency.
Finally, in the Leadership Corner you’ll find a summary of The National Center on Intensive Intervention (NCII) recently published Intensifying Literacy Instruction: Essential Practices guide.
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Video: How to Ensure Remote or In-Person Reading Assessments Provide the Data You Need to Guide Instruction
Watch this 20-minute video from Pivot Learning to hear Drs. Michelle Hosp and Louisa Moats discuss:
On Tuesday, April 20, 2021, CORE’s Chief Academic Officer, Dale Webster, will join over 100 other reading scholars for the Building Consensus: Aligning Reading Research with Practice Forum hosted by Purdue University.
The goal of the forum is to center on what is currently known about reading development —and effective instruction— in the hope that commonalities across a range of fields can be highlighted. Another aim of the discussion is to craft a statement about reading development that could be presented to audiences outside the university, in particular to legislators and the media, but also to key stakeholders such as K–12 school leaders and parents. The statement would summarize current research and present ways to develop reading, writing and language through effective instruction and best practices.
More than a year of disruptions to learning has led to an increase in the number of students reading below grade level. In order to accelerate learning recovery, educators need faster and more efficient ways to understand students’ current phonics skills and determine specifically what to teach to get them back on track.
KeyPhonics is just what is needed. Watch this on-demand webinar for a guided tour of this comprehensive, technology-based phonics assessment that measures the 12 most critical phonics patterns, including 102 foundational phonics skills. Dr. Michelle Hosp, a Scientific Advisor for KeyPhonics, shares: (more…)
Due to disruptions in schooling over the past year, many students will need targeted instruction to get back on track in reading. Assessment will play a key role in informing what educators need to do for the remainder of this year and well into next year to close gaps in reading skills.
Watch this on-demand webinar to get expert advice from Pivot Learning* and Drs. Michelle Hosp and Louisa Moats about: