Hundreds of phonics-based, hi-lo, and Lexiled reading materials  for at-risk, ESL, and struggling readers

High Noon Books offers struggling readers books that will be of interest to them, at their reading level. These highly-engaging books incorporate much more than short sentences and low Lexile scores. They contain controlled vocabulary, subtle repetition of vocabulary, predictable text, and illustrations that truly support the story so that readers are comfortable and confident with the text yet introduced to new words and terms so that fluency and comprehension improve with each High Noon Book a struggling reader chooses.  Take a look at free samples on the High Noon Books website.

Word IdWord ID: Assessment Across the Content Areas

This collection of 12 discipline-specific formative assessments can be used to easily identify secondary students who would benefit from instruction in multisyllabic word identification—a skill that’s critical for reading and understanding complex, academic texts. The book contains three uniquely constructed formative assessments for each content area: English Language Arts (ELA), Math, Science, and Social Studies.

Use Word ID with secondary students to:

Determined by ground-breaking research analyzing approximately 4,500 content-area words, Word ID features targeted prefixes, suffixes, and Greek roots that were selected for their frequency of occurrence in each specific content area.

Learn more and view the table of contents at Academic Therapy Publications.

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Congratulations to Dale Webster, CORE’s Chief Academic Officer, who was selected from over 100 applications to be on California’s State Literacy Needs Assessment Team!

The role of the State Literacy Needs Assessment Team is to provide feedback to the California Department of Education on the proposed questions for the state literacy needs assessment and to assist with analyzing the results obtained from the needs assessment and provide input on next steps.

Check out the new 3rd edition of the popular Teaching Reading Sourcebook, with content updates and a brand new chapter on MTSS.  Assessing Reading: Multiple Measures, 2nd Edition has also been revised with new, clearer test instructions and an easy-to-use format. Purchase both of these must-have guides and save 10%. Learn more.

The webinar will be held Thursday, November 1 | 4:00 – 5:00pm ET

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Each school year, many students fall further and further behind in math. Often they don’t have solid number sense nor mastery of important grade level fluencies. Consequently, valuable time must be spent addressing these gaps rather than focusing on new concepts.

It is critical that educators possess the knowledge and skills to ensure that all of their students move to the next grade level with the necessary foundation in numbers and operations, so they can successfully master more challenging concepts.

CORE’s Director of Mathematics, Dean Ballard, will discuss the importance of mathematical fluency and number sense in ensuring all students can meet rigorous mathematical standards.

Register for the webinar to learn:

Dean will provide recommendations for coaching teachers and specific activities to develop students’ mathematical fluency and number sense.

If you are not able to attend the live webinar, but would like to receive a recording to watch at your convenience, please register.

The webinar will be held Wednesday, November 14 | 4:oo – 5:00pm ET

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Since last year’s Supreme Court ruling on Endrew F. v. Douglas County School District RE-1, many school districts have put a renewed focus on ensuring students with disabilities not only receive a free and appropriate public education (FAPE) but true educational equity.

Join Dr. Michelle Hosp, Associate Professor of Special Education at the University of Massachusetts Amherst and Dr. Arun Ramanathan, CEO of Pivot Learning, for a look at special education in the post-Endrew environment. These experts will share:

Don’t miss this opportunity to gain insights into how other districts are setting high expectations for students with disabilities and supporting their progress toward meaningful goals.

If you aren’t able to join the live webinar on Nov. 14, please register anyway. We will send you a recording to watch at your convenience.

Unlike learning to speak, reading is not a natural process. Reading has to be taught. For many, learning to read is one of the most difficult cognitive tasks they will ever encounter, especially for those with dyslexia.

According to the International Dyslexia Association (IDA), dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.

Read the white paper by Dr. Dale Webster, Chief Academic Officer for CORE, to learn more about how to identify dyslexia and how early assessment and research-based instruction for prevention and intervention for reading difficulties can stop the struggle to learn to read for your students.

DOWNLOAD THE WHITEPAPER


Watch this hour-long recorded webinar presented by Dr. Louisa Moats, President of Moats Associates Consulting, Inc., and Dr. Dale Webster, Chief Academic Officer for CORE, to learn what dyslexia is and what it is not, what causes difficulty learning to read and spell written words, how to recognize the signs of dyslexia, and the principles of effective intervention and instruction for students with dyslexia using the multi-tiered system of supports (MTSS) framework.

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Collaborative Classroom, a CORE partner organization, is hosting a workshop in October for SIPPS Third Edition users.


Going Deeper with Challenge Level

When: Saturday, October 20, 2018 | 8:30 – 3:30pm PT

Where: Hilton Garden Inn, 1800 Powell Street, Emeryville, CA 94608

Cost: $120 registration fee includes breakfast, lunch, and a certificate of completion of the institute.

Who Should Attend: This institute is intended for SIPPS Third Edition users of Challenge Level interested in an advanced learning experience and who have at least six months of implementation. School site teams of principals, coaches, specialists, and classroom and intervention teachers are recommended.

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The nationally-acclaimed CORE Reading Academy is online! The next course starts January 24, 2019.

Take the 7-session course on your own time at your pace over 10 weeks. CORE Senior Instructors facilitate the course, which combines interactive video models, collaborative discussions, readings, live webinars, screencasts, and the opportunity to earn graduate college credit. Collaborate in an intellectual community as you reflect on a range of new ideas and consider the implications of these new ideas for your practice as educators.

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In October 2016 Michigan lawmakers passed Public Act 306 to ensure that all students are reading at benchmark by the end of 3rd grade. However, long before the Michigan reading law was passed, Lake Orion Community Schools was already working hard to improve instructional practices and increase reading achievement across the district. Not only have reading scores improved, but the district’s early literacy intervention program has received international recognition.

Listen to Lake Orion’s Tamura Oberle, Educational Leadership and Teacher Consultant, and Jillian Knapp, School Psychologist, Special Education Coach and District Data Specialist, during this hour-long webinar as they:

Linda Diamond, author of the Teaching Reading Sourcebook and Assessing Reading: Multiple Measures, also joins the Lake Orion team to discuss how these professional books have helped shape the district’s reading instruction.

This is a wonderful opportunity to learn how another district is tackling the challenge of ensuring all students, including English learners and those with disabilities, have strong reading skills.

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