One Hour Launch Training for Topeka Pilot
October 13, 2026
Ready to Launch: From Assessment to Instruction
-
Assess students’ starting skills.
Organize materials and teach classroom routines.
Use phonemic awareness routines.
Teach the seven-step folder lesson.
Monitor progress and plan next steps.
Our goal: Leave ready to teach the first lesson with confidence
CR Success Learning believes every student can become a reader when we ACT.
Active Learning
A
Students think, practice, and participate.
Connect Learning
C
We connect language with foundational skills, and reading with spelling and writing.
Teacher Experts
Knowledgeable teachers supported by clear lessons, strong materials, and ongoing guidance.
T
Grounded in the Science of Reading, ACT turns these commitments into daily instruction that helps students become confident, capable readers.
Assessment Process
-
Reason: A baseline assessment establishes students’ starting skills, identifies gaps that need instruction, and provides a point of comparison for measuring growth during the pilot.
20-Word Decoding Assessment
10-Word Spelling Assessment
-
teacher recording sheet for reading, one per student
student reading sheet, one copy
teacher recording sheet for spelling, one per student
student spelling sheet, one per student
-
The reading and spelling portions can be given consecutively or at separate times over one or two days.
For the reading portion of the assessment:
• Administer the assessment to one student at a time.
• Give the student the reading sheet. As the student reads the words, mark on your recording sheet whether they have correctly decoded the words. C=Correct, I=Incorrect
• If the student makes an error, write exactly what they said. If they self-correct, do not count it as error but record SC.
• Observation notes are on the teacher’s copy.
For the spelling portion of the assessment:
• Can be given individually, in small groups, or in large groups.
• Give the student the spelling sheet and pencil/paper.
• Dictate one word at a time. Read the sentence. Then, have the student repeat the word (to ensure they heard it correctly) and then write it.
-
Count only the words that are read or spelled correctly. SC or changes to correct spelling are counted as correct.
Highlight the feature the student read or spelled incorrectly. The analysis will provide guidance for instructional steps following the assessment. It is separate from the whole-word score.
-
Five Day Schedule
Plan for 30-minute block of time Monday-Thursday. The first Friday will be a group test, which will take about 20 minutes. Other Fridays will take more time, depending upon the number of students. At two minutes per student, 25 students require about 50 minutes of individual testing. This can be spread over time or assisted by coach or trained volunteer.
Magnetic Folder Distribution
-
Store the folders in five sturdy bins of five. Place one bin near each group. Students collect their own folders when you call their table.
-
Label folders and storage spaces with matching student numbers so students can find and return them quickly.
-
If desks are assigned, put folders on desks before students arrive—the fastest option during the lesson.
-
Schedule CRSL time when students first arrive or after transitions from recess or spelling. Students know they should get their folders before they sit at the desk.
-
Sung to the tune of Row, Row, Row Your Boat
🎵
Get, get, get your folder,
Hold with both your hands.
Letters help us read and spell—
See how we succeed! -
Students get their folders before music ends.
-
“When your table is called, get your folder, carry it closed with two hands, place it flat, and wait to open.”
-
Letter tiles are distributed as they are needed.
Store other letters in a bead box.