Search Results

The Cornerstone Advantage: A Fresh Start Built on the Science of Reading _____________________________________________________________________________ Part One of a Three-Part Series: What Research Tells Us About How Children Learn ________________ ______________________________________________________________ The only way research makes a difference is if it reaches the classroom. Across the United States, something remarkable is happening in literacy education. States are increasingly passing laws requiring schools to adopt evidence-based reading practices aligned with what is commonly called the Science of Reading.  The Science of Reading is not a program or a single study. It reflects decades of interdisciplinary research from cognitive psychology, neuroscience, linguistics, and education, examining how children learn to read and which instructional practices are most effective. The urgency is clear. In 2024, only about 31 percent of fourth-grade students in the United States performed at or above the “Proficient” level in reading, according to the Nation’s Report Card. Over the past decade, more than 40 states have adopted policies to improve literacy instruction through evidence-based practices. New Hampshire is part of this movement. Under RSA 189:53, beginning July 1, 2027, all school districts and chartered public schools providing elementary education must provide measurable, evidence-based instruction in literacy through grade 5, including the following components:  phonemic awareness phonics fluency vocabulary comprehension This long-awaited attention to effective literacy instruction is cause for celebration, but why did it take so long, and how will legislative mandates translate into classroom practice?  The Gap Between Reading Research and Practice Instructional Traditions and the Publishing Market For decades, many teachers were trained in approaches that encouraged students to rely on context clues, pictures, or guessing strategies when encountering unfamiliar words. These methods were widely promoted in teacher preparation programs and professional development. Several large publishers dominated the literacy market, capitalizing on instructional approaches that became widely adopted in teacher preparation programs and school districts across the country. As a result, a gap developed between what research tells us about reading and what actually happens in classrooms, and that gap has real consequences.  Millions of children have experienced instruction that did not reflect our knowledge about how reading develops. This reality is heartbreaking and should give us all pause.   When We Know Better, We Do Better  There is a popular saying: When we know better, we do better.  While this may be true, another saying is also true: The devil is in the details.  Changing instructional practice is difficult. It requires an investment of time, money, and training. In a time when budgets are tight and critical positions, such as instructional coaches, are being cut, the challenges are even greater. In other words, improving reading instruction is not as simple as legislative mandates or purchasing new programs.  From Reading Mandates to Classroom Practice Mandates can accelerate change, but they also create pressure for schools. When states require new initiatives, districts often focus enormous energy on meeting those requirements. While that focus can be necessary, it can also lead schools to concentrate on a single aspect of the reform while losing sight of the broader learning experiences students need. Teaching children to decode and spell words accurately is essential. But skill instruction alone does not produce strong readers. Understandably, much attention has been devoted to phonemic awareness and phonics, as reading depends on deciphering the words on the page.  But students also need opportunities to build knowledge about the world, engage with meaningful ideas, and develop curiosity about learning. Effective literacy education must address both how students learn to read and the knowledge they bring to their reading.  A Fresh Start At Cornerstone At Cornerstone Charter School, these ideas are not a new mandate. They are the foundation of our school’s design and are embodied in our mission. Cornerstone was founded on the belief that every child deserves a strong foundation in literacy and  knowledge. Our approach combines foundational reading instruction with knowledge building, grounded in research on how people learn. Because these principles are embedded in our school’s design from the beginning, we are not trying to retrofit new practices onto long-standing systems or replace programs that may not align with research. Instead, we can implement evidence-based practices consistently from the start. The challenge facing schools today is not discovering how children learn to read. It is translating decades of research into everyday classroom practice. Looking Ahead The Science of Reading tells us how children learn to decode and understand written language. But another body of research, the Science of Learning, helps explain how knowledge develops and how learning becomes lasting and meaningful. In the coming weeks, we will explore two additional ideas that are essential to strong education: Part 2:  Why Knowledge Matters — How a content-rich curriculum strengthens reading comprehension. Part 3:  The Science of Learning — What research tells us about how children learn best. Spoiler Alert: Students need to be actively engaged. Understanding how these ideas work together can help schools create learning environments where students not only learn to read but also develop the knowledge and curiosity that support lifelong learning.

Unlike learning to speak, learning to read is not a natural process. It requires instruction that aligns with how the brain develops and processes written language. Reading instruction should not be based on philosophy or long-held beliefs. Just as we expect medical care to be grounded in research and science rather than a physician’s personal beliefs, reading instruction should be guided by evidence about how children actually learn to read. The Orton-Gillingham Approach is effective because it aligns with how the brain learns to read. Decades of research show that reading is not learned by guessing, memorizing, or being surrounded by books. Reading needs to be taught. Although Orton-Gillingham is often associated with dyslexia, its true strength is that it works exceptionally well for every learner, not just those who struggle. A Brief History of Orton-Gillingham The Orton-Gillingham Approach was developed in the early twentieth century by Dr. Samuel Orton, a neuropsychiatrist and pathologist, and Anna Gillingham, an educator and psychologist. Dr. Orton’s clinical work with children who struggled to read led him to reject the idea that reading difficulties were caused by low intelligence or lack of effort. Instead, he recognized that students needed explicit instruction in how written language works. Anna Gillingham took these insights and, along with Bessie Stillman, helped systematize them into a clear instructional framework that emphasized structure, sequence, and multisensory learning. Over time, this work became the foundation for what we now call the Orton-Gillingham Approach and, more broadly, structured literacy. Principles of the Orton-Gillingham Approach* The Orton-Gillingham Academy Principles focus attention on the social and emotional well-being, personal strengths, and educational needs of each learner. They have proven effective for groups and individuals, including both typical and struggling readers. Orton-Gillingham Works for All Students in the General Education Classroom One of the most common misconceptions is that Orton-Gillingham is only appropriate for small groups or special education settings. In reality, instruction aligned with Orton-Gillingham principles works for all students in general education classrooms. When teachers use these principles schoolwide, early reading gaps are prevented rather than remediated later. Instruction becomes clear, consistent, and predictable. Students gain confidence because they understand why words work the way they do. Teachers also benefit from a shared instructional language and approach. Whole-class Orton-Gillingham instruction benefits strong readers, developing readers, multilingual learners, and students who might otherwise quietly fall behind. When Students Need a More Intensive Approach Some students, particularly those with dyslexia or other language-based learning differences, need greater intensity rather than a different method. In these cases, Orton-Gillingham instruction may involve smaller group or one-to-one lessons, slower pacing with increased repetition, more cumulative review and practice, and additional instructional time. Because the approach is already structured and diagnostic, it naturally scales to meet students where they are without abandoning the core principles that make it effective. Why Certification Matters Orton-Gillingham certification matters because it ensures that educators have completed rigorous, supervised training that goes far beyond surface-level strategies. Certified Orton-Gillingham educators understand the reasoning behind the instruction, not just the steps. They can analyze student errors and respond instructionally. They deliver lessons with fidelity, precision, and intentional pacing. They are trained to support both prevention and intervention. Certification protects students from inconsistent or incomplete implementation and ensures that instruction truly reflects the research and principles behind the Orton-Gillingham Approach. A Foundation That Works for All Students At its core, the Orton-Gillingham Approach is about equity. It removes guesswork from reading instruction and replaces it with clarity, structure, and responsiveness. When implemented well by trained educators and embedded into the fabric of a school, it ensures that reading success is accessible to all students. Strong readers are not born. They are built. At Cornerstone, we are building strong readers, thinkers, and leaders so all children will rise with the power of literacy. *Principles of the Orton-Gillingham Approach 1. Diagnostic and Prescriptive Instruction is designed to promote accuracy and automaticity and is modified based on student response. 2. Individualized Lessons are customized to meet the learner's needs. 3. Language-Based and Alphabetic/Phonetic Orton-Gillingham addresses all levels of language, including phonemic awareness, phonics, fluency, vocabulary, and comprehension. It recognizes that reading is a complex linguistic process. 4. Simultaneously Multisensory Students engage visual, auditory, and kinesthetic (tactile) pathways simultaneously. They see the letter, say the sound, and write or manipulate it, which strengthens memory and understanding. 5. Direct and Explicit Concepts are clearly stated, modeled, and practiced, moving from a high level of support to independent application. 6. Structured, Sequential, and Cumulative, but Flexible Instruction is logically organized, moving from simple to complex, with reinforcement of previously taught skills. 7. Synthetic and Analytic Instruction moves from parts to whole and whole to parts at all levels of language. 8. Cognitive Instruction encourages thinking and reasoning rather than reliance on rote memorization. 9. Emotionally Sound Instruction builds confidence and trust by ensuring the learner achieves regular success.

Children Cannot Wait Until We Figure It Out Joyful smiles and lively spirits encourage us to focus on the future of these children now. The Financial Realities Facing Public Schools Across New Hampshire, school districts are facing significant financial pressure. District leaders who care deeply about their communities are having to cut critical staff and programs that serve some of our most vulnerable students. These difficult decisions stem from limited state funding, rising costs, and the realities of local budgets. Public charter schools operate under a different funding model than district schools. In New Hampshire, charter schools receive state adequacy aid but do not receive local property tax revenue. Even within that structure, our responsibility to students remains the same. Public education exists because we have made a promise to children. In New Hampshire, that promise is written into our constitution. The obligation to provide an adequate education applies to every public school student, whether they attend a district school or a charter school. Children continue to grow and develop. Their learning does not pause while adults work through funding questions. Student Needs Do Not Pause Student needs do not become simpler under financial pressure. If anything, they become more visible. Some children require structured literacy instruction delivered consistently and with care. Others thrive in smaller school settings where they are known well and held to high expectations. Some need greater academic challenge. Others are energized by project-based learning that connects knowledge to meaningful work. Many benefit from flexible grouping that allows instruction to respond to readiness rather than relying solely on age. These needs are present in every community and do not disappear when budgets are tight. A strong public education system must be able to respond thoughtfully and responsibly, even under constraint. That requires clarity of mission, careful stewardship, and a willingness to design schools around what students actually need. Strength Within the Public System Public charter schools are one part of that broader system. Established under state law and governed by public boards, they are subject to strong academic and fiscal accountability. Families who choose a charter school are choosing a public school, not stepping outside of public education. Charter schools offer communities an additional public option designed around a clearly defined mission and approach to teaching and learning. In that way, they strengthen the overall system by expanding the ways we can meet students’ needs. Honoring the Promise The financial pressures facing our public schools are real, and they will require continued attention and thoughtful solutions. But our responsibility to students remains constant. We cannot wait for perfect conditions. We must continue to serve students well with the resources we have, designing schools that respond to their needs and holding ourselves accountable to the promise we have made. That is how we honor the promise of public education.

Active learning in science: students examine plant growth, share observations, and apply scientific reasoning together. Many people think of multisensory instruction only in terms of reading support or extra help for students who are struggling. While multisensory instruction is essential in effective reading support, cognitive science shows that it benefits all students. When students are learning to read and spell, they build accuracy and fluency by seeing, saying, hearing, and writing language at the same time. But the principle behind multisensory instruction goes beyond literacy. Research consistently shows that students understand and remember more when they actively work with information. Talking about ideas, writing, drawing, using hands-on materials, testing their thinking, and applying knowledge in new ways all strengthen memory and understanding. At Cornerstone, multisensory instruction is at the heart of how we teach literacy. Across the curriculum, we apply the same research-based commitment to structured, active, knowledge-rich learning in every subject. What Multisensory Instruction Look Like Across Subjects? In English Language Arts, students: Annotate text while discussing meaning Use structured sentence work to clarify thinking Rehearse ideas aloud before drafting Act out scenes to deepen comprehension Write regularly in response to rich content In math, students: Use manipulatives such as base-ten blocks or fraction strips to model concepts Draw visual representations of number relationships Explain and defend their reasoning to peers Compare solution strategies Write about how they solved a problem In science, students: Build and label models Conduct experiments and record observations Sketch diagrams before writing explanations Revise conclusions based on discussion and evidence In social studies, students: Analyze maps, timelines, and primary sources Act out historical debates to understand multiple perspectives Role-play civic processes Work collaboratively to research and present findings In every subject, students do more than listen. They are encouraged to think about, represent, explain, and apply what they learn. That is what makes learning stick. Is Multisensory Instruction Just for Struggling Students? No. All students benefit from this approach. True challenge comes from thinking deeply, not simply working quickly. Students grow when they explain their reasoning, support ideas with evidence, examine multiple perspectives, and apply knowledge in new contexts. Research on learning and retention shows that understanding strengthens when students must explain and use what they know. Active engagement increases both rigor and long-term retention. Is This About Learning Styles? No. Research does not support the idea that matching instruction to a child’s preferred learning style improves learning. Multisensory instruction is different. It refers to structured teaching that engages multiple pathways in the brain at the same time. In reading, that might mean seeing, saying, and writing words simultaneously. In other subjects, it means learning through discussion, modeling, writing, collaboration, and application. The goal is not to match a preference. The goal is to build strong understanding for every child. Why It Matters The elementary years lay the foundation for lifelong learning. Students are building: Reading fluency and comprehension Mathematical reasoning Scientific understanding Historical knowledge Habits of attention, effort, and collaboration At Cornerstone, we blend structured literacy with active, knowledge-rich learning across the curriculum. We design learning experiences that are clear, engaging, and intellectually demanding so that students become strong readers, thoughtful thinkers, and confident leaders.

Has technology replaced the need for traditional books in schools? Through the years, the education community has adopted new ideas before fully understanding their effects on the brain. Whole language reading, for example, was built on the belief that children learn to read naturally through immersion in rich literature. Cognitive science has since clarified that skilled reading does not develop naturally. It depends on explicit, systematic instruction in phonemic awareness and sound-symbol relationships. Despite decades of research, the assumption that reading unfolds naturally with enough exposure still influences many classrooms today. Other examples follow a similar pattern. “Learning styles” became embedded in teacher preparation and classroom practice despite weak empirical support. One-to-one device initiatives expanded rapidly long before we had long-term data on how constant screen exposure might affect attention, comprehension, or deep reading. It often takes years, sometimes decades, for classroom practice to keep pace with advancing research. What Happens When We Read on Screens or Paper A growing body of research shows that the brain processes reading on paper differently than reading on a screen, even when the words are identical. Large analyses of multiple studies have found that students who read physical texts tend to remember more and comprehend more deeply than those who read digitally. In many cases, print readers outperform screen readers as material becomes more complex. One reason may be how the brain organizes information. Physical books give readers a sense of place. You can feel where you are in the book, see how much you’ve read, and know what’s left. It’s easy to flip back to a section if you’re confused. The physical space of the book helps your memory, and over time, your brain builds a mental map of what you’ve read. Screens work differently because the text scrolls without clear markers, so it’s harder to know where you are. Readers are less likely to stop, reread, or think about what they’ve read. Digital reading often leads to skimming instead of deep reading. Interestingly, many people feel more confident after reading on a screen, but they often perform worse on comprehension tests, especially with more difficult texts. If we want students to comprehend deeply, the format matters. Developing Brains and Deep Reading This difference is even more important for young children. Brain scans show that reading physical books helps children build stronger connections for language and thinking. In one study, five-year-olds who listened to a live adult reading a traditional book paid better attention than those who watched the same story on video. The difference was not in the story itself, but in how the brain engaged with it. Early experiences build the brain's structure. What children repeatedly practice becomes more efficient, more automatic, and more enduring. Reading and writing develop through interconnected pathways that draw on overlapping networks in the brain. Nowhere is this interconnected development more apparent than in the act of writing by hand. Handwriting, Memory, and the Reading Brain Studies show that students remember more when they write notes by hand instead of typing them. Typing is faster, but handwriting makes the brain work harder to process and organize ideas. This extra effort helps students retain information for longer. Brain scans show that handwriting activates the reading parts of the brain in ways that typing and tracing do not. When children write letters by hand, the visual, movement, and language areas of the brain all work together. Making letter shapes helps children recognize letters, sound out words, and build strong memory pathways for reading. This neurological reality is one reason why the Orton-Gillingham approach is effective. Orton-Gillingham instruction intentionally integrates visual, auditory, and kinesthetic pathways simultaneously. Each channel reinforces the others, and the tactile experience is central to the formation and stabilization of memory circuits. Choosing Technology with Intention This does not mean technology should be left out of education. Digital tools can help students find information, collaborate, conduct research, and publish their work. Older students also need to learn how to judge online sources and use technology wisely. What’s most important is using technology thoughtfully. At Cornerstone, our youngest students will not use computers or tablets in their classrooms. They will read physical books and write on paper. They will form letters by hand and engage in structured, multisensory literacy instruction. Our goal is to ensure that strong reading networks are firmly established before additional layers are introduced. As students get older, we will add technology in careful ways. For example, upper elementary students might use the internet to research a history project, consider different viewpoints, and use digital tools to publish their work. They might start writing on paper, revise with feedback, and use technology to finish and present their work. This way, technology supports their thinking rather than taking its place. Being careful with children’s brains is not about avoiding progress. It’s about respecting how they develop. We should pick tools that help children focus, understand deeply, and build the brain pathways needed for reading. At Cornerstone, we start with paper and books, because how we learn makes all the difference.

How Strong Literacy, Teaching, and Design Work Together to Support Learning Thoughtful school design unlocks curiosity, confidence, and engagement. Families often question whether their child is appropriately challenged at school. At its core, this question reflects an understanding that all children are naturally curious and eager for deeper thinking, meaningful work, and intellectual challenge. When children appear disengaged, it is rarely because they lack curiosity; often, the learning environment is not designed to unlock confidence and motivation. What Academic Challenge Looks Like in Practice at Cornerstone and how it unlocks student potential At Cornerstone, students experience a balance of structured, teacher-led instruction and Collaborative Project-Based Learning. Literacy and math are taught explicitly and systematically through daily whole-group and small-group instruction. Teachers introduce new skills, model thinking, provide guided practice, and offer targeted support so all students build strong foundational skills. Collaborative Project-Based Learning (CPBL) builds on this foundation. Through CPBL, students apply what they are learning in literacy, science, social studies, and other subjects to meaningful, real-world challenges. This approach is thematic and thoughtfully designed by teachers, who create standards-aligned challenges that invite students to take an active role in their learning. Working collaboratively, students plan, research, and develop products that demonstrate their understanding. For example, during a unit focused on communities, students might explore the question, “How do communities meet the needs of their members?”  In literacy, students read and discuss texts about local communities, public services, and civic responsibility. In math, they practice skills such as measurement, data collection, and simple budgeting that directly connect to the unit. As part of a collaborative project, students work in small teams to design a solution to a community-related challenge, such as creating a plan for a neighborhood park or developing an informational guide about a local service. Throughout the process, teachers provide in-the-moment feedback, guide collaboration, and use both formative and formal assessments to support student learning. Through this work, students deepen their understanding of integrated content, develop collaboration skills such as communication and decision-making, and build a clear understanding of what quality work looks like as they manage time, effort, and expectations. This project-based work reinforces, rather than replaces, the explicit instruction students receive in literacy and math. What School Design Means for Students For students, this approach creates a learning environment that supports and challenges them every day. Children engage in shared learning experiences with their peers, build strong foundational skills through clear instruction, and have opportunities to apply their learning in meaningful, collaborative ways. They are not rushed through content or held back by rigid pacing, but given time and guidance to think deeply and grow. Because instruction is flexible and responsive, students experience support as a regular part of learning rather than something that sets them apart. They move between whole-group learning, small-group instruction, and collaborative work as needed, building confidence along the way. This helps children see challenge as a positive and expected part of learning, not something to avoid. Most importantly, students come to see themselves as capable learners. They are encouraged to ask questions, share ideas, revise their thinking, and take pride in their work. Over time, this builds not only strong academic skills but also confidence, curiosity, and a lasting engagement with learning. At Cornerstone, our school design unlocks students' potential.

Peer collaboration builds skills like communication, leadership, and conflict resolution, while fostering deeper learning, diverse perspectives, and increased student motivation.  As families learn more about Cornerstone Public Charter School, we often hear thoughtful questions about what the school day will actually look like for children. Parents want to know not only about our focus on literacy, but about the full learning experience. These are important questions, and we’re glad families are asking them. Will students have PE, art, and music? Yes. Cornerstone offers a well-rounded program that includes physical education, art, and music. These subjects support creativity, movement, and overall well-being, and they are an important part of a strong elementary school experience. What about other subjects besides literacy? A strong literacy program is foundational at Cornerstone because strong reading and writing skills help children succeed in every subject. Along with daily literacy instruction, students learn math, science, and social studies through engaging, content-rich lessons that build knowledge and critical thinking. Rich Learning: Collaborative Project Based Learning (CPBL) . One of the main ways students learn at Cornerstone is through CPBL. This means students learn important skills and content across subjects by working on meaningful projects connected to a shared theme. Instead of learning subjects in isolation, reading, writing, math, science, and social studies are often connected through hands-on challenges designed by teachers. Through these projects, students experience rich learning by doing. They work together, ask questions, solve problems, and create projects that show what they have learned. Teachers guide students throughout the process by giving feedback along the way and checking for understanding at the end. When students take part in Collaborative Project Based Learning, they are learning in several ways at once: They build knowledge across multiple subjects. They practice important life skills such as communication, teamwork, decision making, and time management. They learn what high-quality work looks like and how to take pride in their effort. Strong Literacy: What if my child is already a strong reader? Will she be challenged? Yes. Strong readers are challenged through rich texts, thoughtful discussions, and meaningful writing. Collaborative projects give students opportunities to experience rich learning by digging deeper, thinking critically, and taking on leadership roles while continuing to grow academically. What will learning feel like for students? Classrooms at Cornerstone are structured, supportive, and engaging. Students know what is expected of them, feel supported by their teachers, and are encouraged to be curious and active learners. Our goal is for children to feel challenged, confident, and excited to come to school each day. Cornerstone is designed to serve a wide range of learners by offering a strong academic foundation along with a well-rounded, engaging school experience. We look forward to continuing these conversations with families as they consider the best educational experience for their child.. At Cornerstone, you can expect strong literacy and rich learning!

Choosing a school is one of the biggest decisions a family makes. Asking the right questions helps. Choosing a school is one of the biggest decisions a family makes, and for many parents, reading instruction sits right at the center of that choice. Reading is the gateway to everything else children learn. When it’s going well, school feels manageable. When it’s not, everything feels harder. The challenge is that nearly every school will say they “teach reading well.” So how can parents tell what that actually means? Here are a few key things to look for when evaluating a school’s reading program and the questions worth asking along the way. 1. Clear, Explicit Instruction in How Reading Works Strong reading programs do not assume children will “pick it up” naturally. They teach reading explicitly and systematically. This means students are taught: How letters and sounds connect How to blend sounds to read words How spelling reinforces reading How reading, writing, and language work together Decoding is essential, but it is only the beginning. Reading is ultimately about understanding, thinking, and making meaning. When children are taught how written language works, they are better able to focus their attention on comprehension, ask questions, make connections, and think critically about what they read. If you hear phrases like “systematic phonics,” “structured literacy,” or “explicit instruction,” that is a good sign. These approaches are grounded in decades of research on how the brain learns to read and support all learners, not just those who struggle. Question parents can ask: “How do you teach children to read words and how do you help them understand and think about what they read?” 2. Early Attention When Reading Feels Hard One of the most important indicators of a strong reading program is how a school responds when a child struggles. Do they: Monitor progress regularly Adjust instruction quickly Provide targeted support early rather than waiting Reading difficulties do not mean something is “wrong” with a child. They mean the child needs more explicit instruction. Schools that understand this do not rely on wait-and-see approaches. They act early, thoughtfully, and without stigma, so challenges do not quietly turn into frustration or avoidance. Question parents can ask: “What happens if my child isn’t making expected progress in reading?” 3. Well-Prepared Teachers, Not Just Good Materials Curriculum matters, but people matter more. A strong reading program depends on teachers who deeply understand how reading develops and how reading, spelling, and writing reinforce one another. Skilled teachers know that writing and spelling are not add-ons. They are powerful ways students learn how language works and how to organize and express their thinking. When teachers truly understand reading science, they can: Notice subtle signs of confusion, avoidance, or disengagement Respond to both struggling and advanced readers Use spelling and writing to strengthen reading and comprehension Build confidence alongside skill Look for schools that invest in ongoing professional learning and instructional coaching, not just one-time training sessions. Question parents can ask: “ How are teachers trained and supported in reading, writing, and spelling instruction?” 4. Support for All Learners, Including Advanced Readers Sometimes children who already read well can appear bored, disengaged, or uncomfortable, not because the work is too hard, but because it is not meeting their needs. Strong reading programs pay attention to: Growth for proficient readers Opportunities for deeper thinking, discussion, and writing Continued vocabulary and knowledge building Reading instruction should not stall once a child can decode. Strong programs continue to challenge students as thinkers, asking them to analyze, reflect, write, and express ideas clearly using evidence from what they read. Question parents can ask: “How do you support students who are already strong readers and thinkers?” 5. A School Culture That Values Reading and Thinking Finally, look beyond the schedule and curriculum to the culture. In strong literacy environments: Reading, writing, and spelling are taught as connected skills Students are encouraged to explain their thinking in speech and in writing Mistakes are viewed as part of learning Progress is celebrated, not compared Children feel safe taking risks. Parents feel informed. Teachers feel supported. When a school truly prioritizes literacy, it shows, not just in test scores, but in how confidently students read, write, speak, and think. A Final Thought Parents do not need to be reading experts to ask good questions. Trust your instincts. If a school can clearly explain how they teach reading, how they build understanding and critical thinking, and how they use writing and spelling to support learning, that transparency matters. Reading is foundational, but it is also transformative. When children learn to read with understanding and use writing to express their ideas, they gain the tools to think deeply, communicate clearly, and engage meaningfully with the world. Choosing a school that takes that responsibility seriously is one of the greatest gifts you can give your child.

Students are actively engaged in Orton-Gillingham lessons. A Common Misconception About Orton-Gillingham The Orton-Gillingham (OG) approach is often associated with a quiet tutoring session with one student and one teacher using a carefully planned lesson designed for children with dyslexia. Because of this, some assume that OG instruction must be slow, rigid, or even boring. That picture could not be further from the truth, especially when OG is brought to life in a classroom. How Orton-Gillingham Began and Why it Matters The Orton-Gillingham approach was developed in the 1930s by Dr. Samuel Orton, a neuropsychiatrist and pathologist, and Anna Gillingham, an educator and psychologist. It was or iginally developed to support students with dyslexia through explicit, systematic, multisensory instruction. OG continues to be a powerful approach for students who need intensive support in one-on-one or small-group settings. What has changed is our understanding of just how effective this approach is for all children. As research has deepened our understanding of how the brain learns to read, the OG approach has expanded beyond intervention and into classrooms. Aligned With How the Brain Learns to Read Over time, research has confirmed what Orton and Gillingham got right many decades ago. Our brains are not hard-wired for reading, so reading is not a skill that develops naturally. Reading must be taught clearly and intentionally. OG aligns with how the brain learns to read by building skills step by step and making those connections visible and meaningful for students. Structure That Builds Confidence Because of this strong alignment with reading science, the Orton-Gillingham approach has been thoughtfully adapted for classroom instruction. When done well, classroom-based OG lessons are anything but dry. They are active, engaging, and highly interactive. Structure is often misunderstood. Parents sometimes worry that structured instruction means rigid instruction. In reality, structure creates clarity. When students know what is expected and understand how learning builds from one lesson to the next, they feel more confident. That confidence opens the door to engagement. Students are not guessing or feeling lost. They are participating with purpose. What Engagement Looks Like in an OG Classroom In an Orton-Gillingham classroom lesson, students are involved at every point. They are listening, speaking, reading, and writing, often within the same short span of time. Lessons move at a steady pace, and students are frequently asked to respond. This keeps attention high and learning active. The Power of Multisensory Instruction One of the most powerful features of Orton-Gillingham instruction is its multisensory approach. Multisensory means students use more than one pathway to learn. They might say a sound out loud while writing it. They might trace letters as they speak or use movement to reinforce new concepts. Visual supports are paired with oral language so students are seeing, hearing, and doing at the same time. This kind of instruction is engaging because it makes learning stick. When multiple parts of the brain are working together, students build stronger memories and a deeper understanding. For many children, especially those who struggle with reading, this approach can be transformative. For other children, it simply makes learning more enjoyable and effective. Importantly, multisensory instruction is not about entertainment, but about meaningful engagement. Students are not busy for the sake of being busy. Every activity has a clear purpose tied to learning. Students experience success because the instruction makes sense, and that success motivates them to keep going. Community, Confidence, and Belonging In a classroom setting, Orton-Gillingham instruction also fosters a strong sense of community. Students participate together. They respond chorally, support one another, and celebrate progress as a group. Everyone benefits from instruction that is clear, inclusive, and designed to meet a wide range of learning needs. Parents are often surprised when they see OG in action. What they notice first is not the structure. It is the energy in the room. Students are focused, engaged, and proud of what they are learning. They are active participants in the reading process rather than passive recipients of information. When literacy instruction aligns with how children learn, engagement follows naturally. OG in the classroom brings structure and joy together. It follows the reading science while creating an environment where students feel successful, confident, and eager to learn. That is literacy instruction brought to life. Check out this video to see what an OG lesson looks like in the classroom: https://youtu.be/PaDVigxWk30?si=5rVJwks-Z8iN355U

We intentionally create spaces for children to successfully navigate their discomfort so they can learn to the very best of their ability. Children learn when they are supported by a classroom culture that creates a place where they feel safe enough to take a risk.  Learning is difficult!  It requires us to feel a bit uncomfortable within the learning process.  This discomfort is what propels us to learn or continue learning.  At Cornerstone Chartered Public School we intentionally create spaces for children to successfully navigate their discomfort so they can learn to the very best of their ability. There are many things that go into the work of creating a learning environment that is safe.  First we need to ensure that the physical environment supports the work of learning. Second, we need to create opportunities so that students know one another and are comfortable taking risks in front of each other; and finally, students need to know that their teachers support them to grapple with not knowing!  At Cornerstone we understand that the most important thing we can do as educators is to cultivate and sustain spaces where our students are able to engage in their learning not only successfully, but joyfully, and with excitement. We do this first by ensuring that our school is bright, welcoming, and warm.  We ensure that the learning spaces for our students are conducive to their developmental needs.  We make sure that they have access to what they need to learn when they need it.  We also understand that virtually all learning takes place in relationship -even if it is in relationship to oneself.  Thus we elevate and create opportunities for students to know one another so they can learn and play together in a safe community of learners.  One of the ways we do this is by embedding Social Emotional Learning (SEL) opportunities where students not only learn the skills of collaboration, such as effective listening and communication, but also that students have the opportunity to practice these skills within their learning with support from teachers as they practice.   The development and support of positive relationships in learning also applies to the relationship between student and teacher.  This relationship is complex.  Teachers are always asking their students to take risks so they can learn and grow.  At Cornerstone we value these relationships and support our teachers, support staff, and administration to keep children at the forefront of their work.  We take time to know every student as a person -their interests and strengths, and as a learner -their preferences and needs.  We make sure students feel valued, supported and loved.  We make sure they know they belong. We are committed to engaging students with joy and excitement. Cornerstone is a school committed to creating spaces and opportunities for, and developing learning communities where, our students love learning because they feel safe enough to take the risk of learning!

When children learn to read with confidence, they gain access to ideas, questions, and a world worth thinking about. Critical thinking  is one of those phrases we hear everywhere in education, but it can be hard to picture what it really looks like in a classroom, especially for young children. Critical thinking doesn't magically appear in middle or high school. It’s something that needs to be built on purpose from the very first years of school. Critical Thinking Starts with Literacy Children can’t think critically about what they can’t read, understand, or talk about. That’s why building literacy is foundational at Cornerstone. When students learn to decode words accurately, build vocabulary, and understand language, they gain access to ideas, information, and questions worth thinking about. Strong literacy opens the door to reasoning, problem-solving, and meaningful discussion. In our classrooms, critical thinking starts with literacy. Reading, writing, speaking, and listening all work together as tools that help children make sense of the world. Knowledge Matters Critical thinking depends on having something to think about. A content-rich, knowledge-building curriculum intentionally builds students’ understanding of science, history, geography, and the world around them. With this shared knowledge, students can ask better questions, make connections across subjects, and engage in deeper conversations. This approach is especially important for equity. When all students have access to strong instruction and rich content, critical thinking becomes something every child  can develop, not just those with prior exposure. We Teach Children How  to Think At Cornerstone, we don’t assume students will “pick up” critical thinking skills on their own. Just as children benefit from explicit, systematic instruction in reading through the Orton-Gillingham approach, they also benefit from being explicitly taught how to organize and share their thinking. When reading skills are taught clearly and systematically, children don't need to spend mental energy on decoding and can focus on meaning, ideas, and understanding. This creates the conditions for deeper thinking. We explicitly teach children how to: Explain their ideas clearly. Compare and contrast information. Identify cause-and-effect relationships. Support their thinking with evidence. Revise their thinking as they learn more. Writing plays a key role here. Even young students learn sentence structures like, “I think ___ because ___.”  These simple tools help children move from opinion to reasoning, and that’s the foundation of critical thinking. What Does Critical Thinking Look Like in the Early Grades? In kindergarten through third grade, critical thinking looks different from what it does in high school, and it should. For young children, it means: Explaining why something happened. Asking thoughtful “why” and “how” questions. Noticing patterns. Making connections between ideas. Talking about what they’ve learned using precise language. These skills are carefully scaffolded and practiced daily, in ways that are developmentally appropriate and engaging. Applying Thinking Through Project-Based Learning Once students have strong literacy skills, background knowledge, and thinking tools, we give them opportunities to apply their learning through structured, project-based experiences. Projects might include investigating a local environmental question, exploring a science phenomenon, or solving a real-world problem connected to what students are learning in class. These experiences are meaningful because they are grounded in reading, writing, discussion, and knowledge, not just activity. Project-based learning at Cornerstone is not unstructured or chaotic. It builds on explicit instruction and allows students to use their skills in authentic ways. Critical Thinking Is Built, Not Hoped For We cannot leave critical thinking to chance. We need to build it step by step by providing: Strong, evidence-based literacy instruction. Intentional knowledge-building curriculum. Explicit teaching of thinking and writing skills. Developmentally responsive practices. Purposeful, real-world application. With our thoughtful approach, children grow into confident readers, thinkers, and leaders, not just prepared for school but for life.

At Cornerstone, we believe school structures should reflect how children actually grow and develop. In the primary grades especially, children do not grow in neat, linear ways. Their academic, social, and emotional development unfolds at different rates and in different rhythms. Traditional grade-level systems assume that children of the same age are ready for the same expectations, pace, and routines at the same time. In reality, that structure can unintentionally leave some children feeling rushed, while others feel held back. Our Primary Learning Communities in elementary school model was designed to address this mismatch by organizing classrooms around children’s developmental needs rather than fixed grade labels. Primary Learning Communities are intentionally flexible so that predictable, thoughtful change can happen during the school year. As children grow, some may benefit from a different learning environment, set of routines, or instructional pace. In traditional systems, these shifts often require additional interventions layered on top of an unchanged classroom placement. At Cornerstone, adjustments are part of the design itself. Changes occur at planned times, with careful attention to each child’s readiness and emotional well-being. Families and students are prepared in advance, and transitions are framed as a normal and healthy part of growth, not as a reaction to difficulty or a signal of success or failure. Just as important as flexibility is the way children experience belonging. Each child has a primary teacher who serves as their emotional anchor and main point of connection with families. At the same time, we intentionally build a strong schoolwide community so children come to know and trust multiple adults. Through shared routines, traditions, and consistent expectations, students learn that all adults are part of one caring team. This balance, a strong primary relationship paired with a wider circle of trusted adults, supports both emotional security and growing independence. To reinforce this sense of belonging and to avoid the hierarchy often associated with grade labels, Cornerstone does not name classes by grade numbers. Instead, our Primary Learning Communities are named around a shared schoolwide big idea connected to place and purpose. One example of this is the Connecticut River, a powerful symbol of growth, connection, and shared journey in our region. Classrooms may be named for tributaries of the river, such as Ashuelot, Mascoma, or Contoocook, emphasizing that each community is part of a larger whole. These names reflect belonging rather than rank and remind students that, like a river system, we grow stronger through connection. Primary Learning Communities reflect our commitment to building a healthy, connected school environment where children feel known, supported, and safe to grow. By combining flexibility with predictability, strong relationships with shared community, and thoughtful design over one-size-fits-all structures, we aim to create a school experience that truly centers children. The details of how this works matter, and we will continue to share them, but the heart of the model is simple: children thrive when schools are designed around who they are and how they grow.