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41 YEARS OF IMPACT

24
K

SCHOOLS AND AFTER-SCHOOL SITES

328
K

TEACHERS

8
M

STUDENTS


THE LATEST

Blog Post

FROM GUIDED READING TO A STRUCTURED-LITERACY APPROACH: MY JOURNEY AS AN EDUCATOR

As educators we all want reading instruction that is effective and equitable,
reaching every student. But how do we get there? Most (if not all) of us have
faced challenges in our learning journeys as teachers of reading. In this blog
post—the first in a new series titled “Structured Literacy: Unpacking Eight Key
Questions for Transforming Reading Instruction and Outcomes for Readers”—Kim
Still shares her journey from guided reading to small-group instruction with a
structured-literacy approach.

Read the Blog
Blog Post

WHEN ACCELERATING LEARNING, WHAT MATTERS MOST?

Now is the time to ask ourselves: when accelerating learning, what matters most?
With an array of student needs to consider, we must be strategic and intentional
in our priorities. Therefore, when the goal is accelerating learning, two
strands are the most impactful: community building and foundational skills
instruction.

Read the blog
Featured Partner

DISTRICT SPOTLIGHT: DR. JOSEPH VILLARREAL OF HARLINGEN CISD, ON USING SIPPS IN
GRADES 6–12

How does SIPPS (Systematic Instruction in Phonological Awareness, Phonics, and
Sight Words) address the needs of students in grades 6–12 who are striving
readers? In this spotlight, we hear from a Texas district that is using SIPPS on
all of their secondary-school campuses. We’re honored to feature Dr. Joseph
Villarreal, Assistant Superintendent for Secondary Education for Harlingen
Consolidated Independent School District (HCISD) in Harlingen, Texas.

Read the blog
Interview

A CONVERSATION ABOUT THE SCIENCE OF READING AND EARLY READING INSTRUCTION WITH
DR. LOUISA MOATS

Dr. Moats shares her insights about the current discussion of the science of
reading, her reflections on the Common Core State Standards for early reading,
the types of training that teachers of reading need, and her assessment of how
the SIPPS (Systematic Instruction in Phonological Awareness, Phonics, and Sight
Words) program aligns with the research about successful reading instruction.

Read the interview
All Blogs All News All Events


NOW AVAILABLE: BEING A READER, SECOND EDITION

Being a Reader is a comprehensive, research-based reading curriculum for grades
K–2 that combines systematic, sequential foundational skills instruction and
rigorous comprehension work with integrated social-emotional learning.

Learn More

23 hours ago

@COLLABCLASSROOM

For #Dyslexia Awareness Month, we’re revisiting “How Can I Help my Students with
Dyslexia?” by @HollyLanePhD direct… https://t.co/ZWOpF7ZVVo

2 days ago

@COLLABCLASSROOM

Join us live in one hour via our Collaborative Classroom Community Facebook
group to meet our team of Collaborative… https://t.co/3oEpYT1ifJ

2 days ago

@COLLABCLASSROOM

Collaborative Classroom is hiring! Are you interested in being a part of the
work to transform the school experienc… https://t.co/wsgebRsgLV

6 days ago

@COLLABCLASSROOM

If you are attending the @2021SELExchange, visit our billboard to enter our
raffle and learn about Caring School C… https://t.co/iF5ygDzZzw

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Center for the Collaborative Classroom

1001 Marina Village Parkway, Suite 110 Alameda, CA 94501
Phone: 510.991.3661 Fax: fax510.464.3670
Email: info@collaborativeclassroom.org


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