 C.O.R.E.
(Child Oriented Reading Experiences)
INTRODUCTION
C. O.R.E. is a reading program designed for first grade students. This program is an adaptation of The Reading Recovery Program by the Charlotte Mecklenburg School System. Charlotte Mecklenburg allowed some of the Kings Mountain Schools Title I Staff to participate in the monthly C.O.R.E. training that they provided for their tutors.
Kings Mountain Schools Title I Staff developed a notebook to enable the Title I tutors to better implement this program in our school district. We have adapted many forms and guidelines to better suit our needs. Fran Miller and Cynthia Shields from Charlotte Mecklenburg provided our initial training.
Most C.O.R.E. students are in the first grade. However, occasionally, 2nd grade students with special needs for individual tutoring are also served in this way.
In the Cleveland County School District, kindergarten students are evaluated at the end of the year using the K-2 Assessment. 1st grade students who move in from other districts are evaluated at the beginning of the year. Those students showing the greatest need are chosen as C.O.R.E. students. We determine which students have the greatest need by using a point system based on testing results and a teacher checklist rating classroom perfo
The highest priority students are placed in the program. A waiting list is generated of those who are eligible but unable to be served due to limited space. The served students are provided intensive tutoring daily.
At Mid-Term, if a student becomes an independent reader and demonstrates the ability to read on grade level in the classroom, he/she may place out of the tutorial program. The classroom teacher, Title I tutor, principal, and parents sign the form to exit the program. At that time, the student on the waiting list, who is the highest priority, will enter the program.
Students who leave the C.O.R.E. program during the year are usually on consultation for the remainder of the year. This means that the Title I tutor stays in contact with the classroom teacher to monitor the student’s progress. It may be appropriate to meet with some “discontinued students” once a week, or once every other week for the remainder of the year.
In the daily lessons, children are involved in reading and writing activities as they simultaneously learn to use a range of skills in a purposeful, integrated way. The tutor works with the child throughout the entire lesson, observing reading and writing behavior, supporting active problem solving, helping to clarify confusions, developing higher order thinking skills and teaching good reading strategies.
The intent is to assist students as they learn to use what they know to understand what they need to know. Tutors want children to learn to monitor and self-correct their own reading and to actively search for and use many kinds of information as they learn to read. The goal for the learner is independence and a set of skills that will help this reader keep on solving problems while reading even when a teacher or parent is not there.
A very important component of the C.O.R.E. reading program is Parent Involvement. It is essential that parents follow-up at home and reinforce what is being taught daily. Without the help of the parents, the program will not be as successful. It is required that the C.O.R.E. instructors make every attempt to have a conference with each parent before each child begins instruction.
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