Technology in the Classroom for Literacy Instruction

We all know that we are at a time where technology is extremely important and used in so many different ways throughout a persons day to day life. Because of this the IRA(2009) (International Reading Association) had a position statement saying:

"To become fully literate in today's world, students must become proficient in the new literacies of 21st-century technologies. IRA believes that literacy educators have a responsibility to integrate information and communication technologies into the curriculum, to prepare students for the futures they deserve."

In the classroom there are a number of ways in which a teacher can incorporate technology. We see this being done with the use of computers, smartboards, iPads, cameras etc, in small group and whole group or even when students are working independently. For literacy this maybe means having students use the technology devices to complete pre reading activities or things such as reading responses. But as teachers how do we know when the technology is fostering successful reading practices?

Digital text vs printed texts requires new modes of reading and writing. "Digital texts requires different skills, strategies and dispositions, collectively referred to as new literacies to read and navigate them (Hutchinson, Beschorner, Crawford, 16 )." As teachers begin to integrate these new technology enhancements into their curriculum, it will give students the opportunities to learn the new literacies and support differentiation among the students. It can also support individual readers' text comprehension and engage struggling readers (Leu and Reinking). A question I saw in the article asked, How does the use of an iPad, or similar tablet, as a response tool encourage differentiated instruction? What unique benefits does this have for students? I want to see what you have to say about this question.

I read an article called A Planning Cycle For Integrating Digital Technology Into Literacy Instruction by Hutchison and Woodwind, that describes a guide to help teachers to integrate digital technology into literacy instruction in meaningful ways that are consistent with the Common Core State Standards (Hutchison and Woodwind, 455). The Planning cycle for integrating the technology was based off of Harris and Hofer's (2009) suggestions about the instructional decisions that teachers can make to plan a learning event that involves technology. You have to determine the learning goals while using pedagogical decisions (Who will technology teach the children the goal?).

The Technology Integration Planning Cycle for literacy and Language Arts

(Source: A Planning Cycle For Integrating Digital Technology Into Literacy Instruction by Amy Hutchison and Lindsay Woodward)

The 7 Crucial Elements that Influence Teachers' Instructional Planning Involving Digital Technology

1. Ability to identify a clear instructional goal: This should be stated and tied to overall course goals, grade-level goals, and state and national standards.

2. Ability to identify an appropriate instructional approach for the instructional goal

3. Ability to select appropriate digital or nondigital tools to support instruction

4. Ability to foresee how the selected tool can contribute to the instructional goal

5. Ability to identify the potential constraints of using the tool to determine whether they can be overcome

6. Ability to understand how the instruction will need to be delivered or altered due to the use of the selected tool

7. Ability to reflect on the resulting instruction and make changes/ learn more about the instructional tool as needed. 

Remember you want the learning experience to meet the goal and in this case the literacy goal!

Sources:
Hutchison, A., Beschorner, B., & Schmidt-Crawford, D. (2012). Exploring the Use of the iPad for Literacy Learning. Reading Teacher, 66(1), 15-23.

Hutchison, A., & Woodward, L. (2014). A Planning Cycle for Integrating Digital Technology Into Literacy Instruction. Reading Teacher, 67(6), 455-464. doi:10.1002/trtr.1225

Check out Simply Second's blog for the top 10 literacy apps to use in your classroom!

I think the fluency app is a genius idea!!! Click the photo below to find out more : )

Implementing the Daily 5

What is the Daily 5?

The daily 5 is a system set up to give children the opportunity to work around the room in centers while the teacher meets with small groups or one-on-one with children on differentiated instruction. the centers and small group meetings occur after 7- 10 minute whole group lessons.

The 10 Steps to Teaching and Learning Independence:

1. Identify what is to be Taught

2. Set a Purpose and Create a Sense of Urgency- Why are we doing this?

3. Record Desired Behaviors on an I-Chart- This is Crucial for student success. These I-charts  are where desired behaviors are recorded in front of the students and briefly explained. They are written as what we WANT the students doing and not what they SHOULDN'T be doing. Young children are still trying to build stamina so these are not all added to the chart on the first day.

Here are sample I-charts from tunstalltimes.blogspot.com

4. Model Most-Desirable Behaviors- Taking the desired behaviors from the I-chart and presenting them physically. Choose one or a few students to model these behaviors. Once you have gone through and modeled the behaviors follow up with a question like: "If _____________ continues to follow these behaviors will they become a better reader or writer? 

5. Model Least-Desirable Behaviors, Then Most-Desirable Behaviors Again-Communicating expectations with a correct/incorrect/correct interaction model. Now have students model the behaviors in the incorrect way. This allows students to see and feel the expectations rather than just hear. Explain to the students that these off task behaviors will not help them to become better readers and then have them explain which behaviors will again.

6.  Place Students Around the Room- Have the students practice these behaviors around the classroom. This step teaches children to choose spots respectfully and independently.

7. Practice and Build Stamina- The first practice session should only last about 3 minutes because you are allowing students to build stamina.  This could be an even shorter amount of time with younger children and we have to remember each class is going to be different when it comes to building stamina. As you go on through the weeks their stamina will build and sessions will become longer. 

8. Stay Out of the Way- Teachers should stay out of the way during practice. If you go around the room praising the students constantly they will rely on this reinforcement to keep them on task and independent. Instead sit back and wait for the signs of  student's stamina ending. After the launching period of the daily 5, teachers will begin to work with those small groups. 

9. Use a Quiet Signal to Bring Students Back to the Gathering Place- As soon as we notice that a child has exhausted their stamina we bring the class back together as a group. We want them to begin to respond quickly to the signal and to know exactly what to do when they hear it. 

10. Conduct a Group Check-In: "How did it go?"- This is time to reflect on personal success and the behaviors. Create goals for the students based on their reflections. 

What Do You Need to Begin the Daily 5?

• Chimes or some kind of quiet signal
• Chart rack or interactive whiteboard: The I-Charts- Have I-charts as a permanent part of the classroom
• Tools (not toys)- These supplies will help students to build stamina. It can serve as extra support for the "barometer" students.
• Book Boxes- It should contain 3-8 good fit books. You could have students fill up their own book boxes as an activity for teaching students how to choose good fit books. These book boxes could also be used to differentiate the centers around the room. For example for the word work each student could have a set of word cards in their box that they are to work on at the word work center. 
• A Gathering Place and Focus Lessons
• A Classroom Design: Set up spots around the room that will be comfortable and enjoyable for the children to read or write at.

The Centers/Stations of the Daily 5

The amount of time for each station depends on the student's stamina and literacy block. The rounds begin after a 7-10 minute whole group lesson. These are just the main 5 stations that are part of the daily 5, but as you begin to switch out or add stations try adding math, science or even social studies stations! Here are the five with some ideas of what to do at each station:

Use phones to listen to themselves

Use "thinking" post-its 

Writing letters

Themed Journals

EEK

Story Summaries with partners

Practice spelling words or vocal content

Ipad games

Books on iPad

Response journal

Guided reading

Writing conferences

Other Great Blogs to Learn about the Daily 5:

1st Grade Guided Reading Lesson- Jan Richardson Model

Guided Reading

Guided reading is where the teacher leads a small group lesson. The lessons usually come from students needs after learning whole group lessons. Students are grouped dynamically or flexible, which means they can be moved from one group to another if needed. The goal of guided reading is to create independent readers who use reading strategies successfully (Fountas and Pinnell). The teacher models strategies to use while reading the text to promote higher level thinking and then uses a gradual release technique to give students the opportunity to use the strategy on their own while reading. When in these small groups students should each have their own leveled text. This does not mean that each student must have the same exact book. As long as the books are the same genre and the strategy can be taught from that book it is ok. Allowing them to have the choice of leveled text will also help to create independent readers. This gives the students the opportunity to find a just right text for themselves that they can use to try out the new strategies. We want students to have texts that aren't too easy but aren't too hard. The texts should be a ladder of progress, just challenging enough so that they will help the children grow as readers (Fountas and Pinnell). Why don't we see teachers giving students in the same group different texts?

While the teacher is meeting with these small groups the other students should be actively engaged in centers provided around the room. You could follow the Daily 5 model with centers such as:

read to self, listening to reading, read to someone, word work or work on writing. You can even use the Daily 5 but also incorporate centers on other subject areas. 

What are the Parts of a Guided Reading Lesson? 

(From Guided Reading The Romance and the Reality by Fountas and Pinnell)

• Introduction to the text: to scaffold the reading
• A reading of the text with some brief teacher interaction: students read the text softly or silently
• Discussion of the text (for comprehension)  
• Teaching points on strategies
• Word Work

What to have at your Guided Reading Area:

• Ipads
• Graphic Organizers
• Clock/ Timer
• List of Teacher Prompts (on clipboard)
• Organizer at table or behind the table
• Binder with forms/ lesson plans
• Whiteboards or contact paper 
• magnetic letters
• highlighters, markers
• postits 
• motivational tools for students

I have found tons of blogs and pins on pinterest about guided reading organization! Here are some of my favorite organization strategies I have found:

Books on Guided Reading: