Posted August 22, 2019
Most educators have heard that phonemic awareness (PA) is important for reading. However, it is often not clear why. Most readers were never taught PA, yet they are good readers. Some advocates of phonics instruction as well as advocates of balanced literacy downplay the importance of PA for reading instruction. Still other educators are puzzled by the concept of “advanced PA.”
In this free hour long webinar, Dr. David Kilpatrick, author of Essentials of Assessing, Preventing, and Overcoming Reading Difficulties, will discuss how and why highly developed PA skills (i.e., “phonemic proficiency”) are a characteristic of skilled readers, whether a student is taught it or not. By contrast, struggling readers do not develop these skills without direct intervention.
Join this webinar to learn the key factors that link phonological skills and word-level reading. Register now.
Can’t make the live webinar? No problem! Go ahead and register and we’ll send you a recording to listen to at your convenience.
Posted August 18, 2019
Enhance your practice with CORE’s 2019-20 free professional learning webinars. From evidence-based practices to help ELs succeed to deep dives into assessing dyslexia and teaching math, it’s a convenient and free way to build your skills. Please share these webinars with your team. Everyone is welcome!
Posted July 18, 2019
The Consortium on Reaching Excellence in Education (CORE) is pleased to announce that we are now an Alliance Partner with The Reading League. CORE’s commitment to sharing with educators evidence-based research on the best ways to teach children to read and helping them implement these instructional practices aligns with The Reading League’s mission to advance the awareness, understanding and use of evidence-based reading instruction.
Posted June 18, 2019
Congratulations to Ann Leon, a member of CORE’s Educational Services Team, for being awarded the California Reading & Literature Project: John Shefelbine Award for Leadership in Literacy. Ann is a 2019 CSU Sacramento Region recipient along with Johanna Kirkman, co-director of the California Reading & Literature Project.
In addition to 20 years as an elementary teacher, Ann has spent 19 years in the roles of intervention teacher, reading specialist, instructional coach, BTSA (beginning teacher) support provider, assistant principal, and literacy consultant. Ann had the privilege to learn from and work closely with the late John Shefelbine, lead author of SIPPS (Systematic Instruction in Phonological Awareness, Phonics, & Sight Words, © 2001, 2007, 2014) from 2000 to 2016. Her own growth and dedication evolved into supporting principals and teachers in professional learning – making instructional shifts toward powerful reading instruction by identifying and using Scientifically-Based Reading Research methods and programs, deepening teacher knowledge in their current practice, and utilizing a lesson study approach in working with students to support teachers.
We are proud of the work Ann does with educators across the country as a CORE Educational Services Consultant and are thrilled that she has achieved this honor.
Posted April 30, 2019
In this edition of the Academic Quarterly, we step back in time to Fall 2014 where we first published the following Reading Expert article. We believe the information is still very relevant in light of the current calls for standards-based curriculum and equity for all students. With that in mind, we resurface the article about the California ELA/ELD Framework. This article, written by those involved with developing the Framework, describes its unique features and design to support all students, especially English learners. With the high expectations of the Common Core State Standards and other state standards, it is important to revisit the notion that standards themselves are not a curriculum. The powerful statement in the introduction, “the absence of such efforts to move from the standards themselves to a coherent and sequenced curriculum will hamper many states and local district common core implementation efforts” reminds us again that we need to think beyond loosely designed Units of Study. Instead, we need to think about implementing effective curriculum that teachers do not have to create, but can use as a tool to provide high quality teaching.
The Marvelous Mathematician article focuses on incorporating explicit instructional techniques into both direct instruction math lessons and inquiry-based math lessons.
Finally, the Leadership Corner also steps back into time where we revisit the importance of an effective MTSS plan for secondary students who are struggling. Although an effective, standards-based Tier 1 curriculum is very important, it alone will not be enough for students who are struggling.
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