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  • Developing the Big 5 Early Literacy Skills: Print Concepts

    Developing the Big 5 Early Literacy Skills: Print Concepts

    The Big 5 Early Literacy Skills are oral language, phonological awareness, print concepts, alphabetic principle, and vocabulary and meaning. These skills precede the conventional literacy skills of decoding, oral reading fluency, reading comprehension, spelling, and writing. Part 3 of our series examines Print Concepts.

    Read more: Developing the Big 5 Early Literacy Skills: Print Concepts
  • Developing the Big 5 Early Literacy Skills: Phonological Awareness—Part 2

    Developing the Big 5 Early Literacy Skills: Phonological Awareness—Part 2

    The Big 5 Early Literacy Skills are oral language, phonological awareness, print concepts, alphabetic principle, and vocabulary and meaning. These skills precede the conventional literacy skills of decoding, oral reading fluency, reading comprehension, spelling, and writing. This is part 2 of an article that takes a close look at phonological awareness, the ability to hear…

    Read more: Developing the Big 5 Early Literacy Skills: Phonological Awareness—Part 2
  • Developing the Big 5 Early Literacy Skills: Phonological Awareness—Part 1

    Developing the Big 5 Early Literacy Skills: Phonological Awareness—Part 1

    The Big 5 Early Literacy Skills are oral language, phonological awareness, print concepts, alphabetic principle, and vocabulary and meaning. These skills precede the conventional literacy skills of decoding, oral reading fluency, reading comprehension, spelling, and writing. This article is part 1 of 2 and takes a close look at phonological awareness, the ability to hear…

    Read more: Developing the Big 5 Early Literacy Skills: Phonological Awareness—Part 1
  • How New Hampshire’s Nashua School District Uses SIPPS for Middle School and English Language Learners

    How New Hampshire’s Nashua School District Uses SIPPS for Middle School and English Language Learners

    The Nashua School District reviewed their English Language Proficiency (ELP) assessment data and noticed stagnant reading scores for a subset of English Language Learners (ELLs), specifically Long-Term ELLs and late-arriving newcomers. Upon exploring a variety of literacy resources aimed at older students, they discovered other districts having early success with SIPPS®.  

    Read more: How New Hampshire’s Nashua School District Uses SIPPS for Middle School and English Language Learners
  • How the CC PAL App Enhanced a Collaborative Literacy Pilot in Wisconsin

    How the CC PAL App Enhanced a Collaborative Literacy Pilot in Wisconsin

    Friess Lake Elementary in Holy Hill Area School District, Wisconsin will be adopting Collaborative Literacy for the 2026-2027 school year. As part of a pilot for Collaborative Literacy, first-grade teacher Katie Bauter’s students had the opportunity to try out CC PAL, the foundational skills app designed to support students receiving instruction in Being a Reader™…

    Read more: How the CC PAL App Enhanced a Collaborative Literacy Pilot in Wisconsin
  • How ELA Scores Jumped 33 Points in One Year at Mark Twain Elementary School District

    How ELA Scores Jumped 33 Points in One Year at Mark Twain Elementary School District

    In just one year, statewide English Language Arts assessment scores increased by 33 points throughout the Mark Twain Union Elementary School District in Calaveras County of northern California.  

    Read more: How ELA Scores Jumped 33 Points in One Year at Mark Twain Elementary School District
  • How Spreckels Elementary Uses Collaborative Literacy and SIPPS to Align Core Instruction with Targeted Intervention

    How Spreckels Elementary Uses Collaborative Literacy and SIPPS to Align Core Instruction with Targeted Intervention

    Using findings from the 2025 Reading League report, Alisha Ball led a team of teachers to choose a new science of reading curriculum for Spreckels Elementary in Spreckels, California.

    Read more: How Spreckels Elementary Uses Collaborative Literacy and SIPPS to Align Core Instruction with Targeted Intervention
  • How Lime Street Elementary Aligns Instruction Across Tiers Using Collaborative Literacy and SIPPS

    How Lime Street Elementary Aligns Instruction Across Tiers Using Collaborative Literacy and SIPPS

    Lime Street Elementary in Hesperia, California, is using Collaborative Literacy along with SIPPS to align instruction across all tiers while supporting teachers with intentional curriculum and increasing student confidence.

    Read more: How Lime Street Elementary Aligns Instruction Across Tiers Using Collaborative Literacy and SIPPS
  • 4 Tips to Incorporate Short-Form Writing into Your Writing Instruction

    4 Tips to Incorporate Short-Form Writing into Your Writing Instruction

    Young learners often don’t know where to start when staring at a blank sheet of paper.  Giving them a container in which to work can feel safer and allows them the freedom to begin within a comforting boundary.

    Read more: 4 Tips to Incorporate Short-Form Writing into Your Writing Instruction
  • Your Screener Is Talking—Is Tier 1 the Issue?

    Your Screener Is Talking—Is Tier 1 the Issue?

    Universal screener mandates across the country have prompted many of us to reevaluate our choices—from interventions to supplemental resources—as we plan budgets, staffing, and other support systems for students within a Multi-Tiered System of Supports (MTSS) framework.

    Read more: Your Screener Is Talking—Is Tier 1 the Issue?