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  • Developing Early Literacy Skills: The Alphabetic Principle

    Developing Early Literacy Skills: The Alphabetic Principle

    The Alphabetic Principle is the fourth article in a series based on the findings of the National Early Literacy Panel (2002) and the instructional practices that best support emergent literacy in children from birth to 5 years old. The Big 5 Early Literacy Skills are oral language, phonological awareness, print concepts, alphabetic principle, and vocabulary…

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  • Beyond Intervention: How SIPPS Has Shifted the Instructional Culture of Colorado’s District 49

    Beyond Intervention: How SIPPS Has Shifted the Instructional Culture of Colorado’s District 49

    Jess Crawford, Colorado’s Manager of Educational Partnerships, spoke with Kimberly Escobido, Literacy Instructional Coach at Stetson Elementary, and Yuki Rockwell, District 49’s Coordinator of Literacy Performance, to learn about their successful district/school collaboration and how SIPPS is impacting their young readers.

    Read more: Beyond Intervention: How SIPPS Has Shifted the Instructional Culture of Colorado’s District 49
  • How a Comprehensive Preschool Curriculum Helps Early Childhood Teachers Ensure Kindergarten-Readiness

    How a Comprehensive Preschool Curriculum Helps Early Childhood Teachers Ensure Kindergarten-Readiness

    Jennifer Wilson and Karie Dowell are PreK teachers serving the School District of the City of York, Pennsylvania. Jennifer teaches the children of Edgar Fahs Smith STEAM Academy and Karie teaches at Goode PreK-8 School. Both schools piloted, then adopted the Every Child Ready program. Here, Jennifer and Karie share their experience working with Every…

    Read more: How a Comprehensive Preschool Curriculum Helps Early Childhood Teachers Ensure Kindergarten-Readiness
  • How Oakland Unified School District’s Coaching Infrastructure Drives Reading Tutoring Success

    How Oakland Unified School District’s Coaching Infrastructure Drives Reading Tutoring Success

    When high-quality instructional materials are coupled with curriculum-based professional learning, educators are equipped to ensure student outcomes. Since 2021, the Rainin Foundation has partnered with Collaborative Classroom (and formerly FluentSeeds) to build a coaching infrastructure in Oakland Unified School District (OUSD) that develops SIPPS® tutors into skilled instructional experts. SIPPS tutors are OUSD employees recruited…

    Read more: How Oakland Unified School District’s Coaching Infrastructure Drives Reading Tutoring Success
  • How California’s DEEP Schools Use SIPPS Tutoring to Challenge the System and Fill Gaps

    How California’s DEEP Schools Use SIPPS Tutoring to Challenge the System and Fill Gaps

    Southeastern San Diego’s Diamond Educational Excellence Partnership (DEEP) currently partners with school leaders and staff at four San Diego Unified School District (SDUSD) Lincoln Cluster schools to strengthen Tier 1 literacy instruction, expand coaching, professional learning and small group literacy tutoring.  Although some of their partner schools have implemented SIPPS® for 10 years, not all…

    Read more: How California’s DEEP Schools Use SIPPS Tutoring to Challenge the System and Fill Gaps
  • What’s Missing from Your MTSS Framework? It Might Be Alignment Across Tiers

    What’s Missing from Your MTSS Framework? It Might Be Alignment Across Tiers

    Instructional alignment across tiers is a critical but often missing ingredient in many RTI/MTSS implementations. To fix this, schools must make instructional alignment a key criterion when selecting curricula.

    Read more: What’s Missing from Your MTSS Framework? It Might Be Alignment Across Tiers
  • What Should Students Do While You Teach Small Groups? (Without Resorting to Busy Work)

    What Should Students Do While You Teach Small Groups? (Without Resorting to Busy Work)

    One of the biggest challenges of small-group instruction has nothing to do with the students sitting at your teacher table. Instead, it’s the constant worry about what’s happening in the rest of the room. We’ve all been there—trying to focus on a phonics lesson while keeping one eye on a student across the room who…

    Read more: What Should Students Do While You Teach Small Groups? (Without Resorting to Busy Work)
  • The Brilliance of SIPPS Author, the Late Dr. John Shefelbine

    The Brilliance of SIPPS Author, the Late Dr. John Shefelbine

    The late Dr. John Shefelbine, renowned reading expert and developer of the Systematic Instruction in Phonological Awareness, Phonics, and Sight Words (SIPPS) program, recognized that for young readers—and particularly for multilingual learners—every second of instructional time must be leveraged for both decoding power and linguistic growth.

    Read more: The Brilliance of SIPPS Author, the Late Dr. John Shefelbine
  • How Knowledge Building and Instructional Design Develop Independent Learners

    How Knowledge Building and Instructional Design Develop Independent Learners

    In their most recent edWebinar, Dr. Taylar Wenzel and Dr. Analexis Kennedy explore the role of knowledge building, small groups, and deliberate practice in fostering independent learning. Students are empowered and become self-reliant when educators focus content delivery on strategically selected text and intentional feedback. 

    Read more: How Knowledge Building and Instructional Design Develop Independent Learners
  • 5 Playful Early Math Activities to Share with the Families You Serve

    5 Playful Early Math Activities to Share with the Families You Serve

    Early math experiences should remain developmentally appropriate, building on children’s interests, creating opportunities for discovery through play and connection, and avoiding pressure to focus too heavily on formal academic skills.

    Read more: 5 Playful Early Math Activities to Share with the Families You Serve