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Flipping the Script: Providing Quality Literacy Instruction
that Moves Between Online and In-Person Instruction

Introduction | Background Knowledge | Activities | Extensions | Standards

Introduction

Education is evolving every day. More and more schools are considering online models or digital learning days in addition to traditional face-to-face instruction. Teachers are using more technology in their classrooms and flipped and blended lessons. Teachers are learning new platforms and adapting age-old lessons to fit a new, changing world. One of the biggest challenges is teaching literacy through a computer screen when students work remotely.

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Background Knowledge

Reading is the cornerstone of all learning. Teachers read to students and read with students throughout the school day. With more schools transitioning to remote learning days during teacher professional learning days or even snow days, teachers must get creative with sharing and assessing literacy activities on these remote learning days. Teachers have to consider student needs, effective use of time, accessibility, and best practices to deliver quality instruction both online and in person.

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Activities

Read-Aloud

  • Interactive Videos: While having teachers read to students in person is valuable, we can also use the remote learning time for virtual read-alouds and reading strategy instruction.
    • edpuzzle (TeachersFirst review) has over 30 interactive videos with recorded stories and embedded questions. Teachers can create a class and assign the videos to the students. The responses are recorded for a more straightforward assessment. Teachers and students can also create interactive videos.
  • Read-Aloud Videos: Read-aloud videos could be used in the classroom (earbuds recommended) or during remote learning days. Teachers must be cautious about copyright laws when sharing books online. One cannot simply find a recorded read-aloud on YouTube and assume it is safe to share. Recording and sharing a read-aloud on the Internet is a gray area. Protect yourself by using existing read-aloud resources that respect copyright.
    • Storyline Online (TeachersFirst review) is a site that shares stories read by famous actors and actresses. Each book also has an activity guide for teachers, and some have activity guides for parents. These versatile and engaging activities can be adapted for blended, remote, or in-classroom instruction. Use the Storyline Online videos and embed your interactive questions using edpuzzle to ensure students practice specific skills and strategies.
    • ABC Avenue (TeachersFirst review) is a YouTube channel where an enthusiastic storyteller shares about 35 classic stories, including fairy tales and fables. As with Storyline Online, use edpuzzle (TeachersFirst review) or Nearpod (TeachersFirst review) to embed interactive questions to ensure students practice specific skills and strategies.
  • Podcasts: Many students are familiar with and enjoy podcasts. They offer flexibility and portability for busy students and parents. Podcasts can be used on remote learning days or in the classroom. You can share the podcast with the entire class or have reading groups listen to different podcasts.
    • Julie's Library Podcast (TeachersFirst review) features Julie Andrews and her daughter as they invite listeners into their library as they read their favorite children's books. In addition to the podcast, this site includes information about books' authors and illustrators and an accompanying activity.
    • TeachersFirst has an extensive collection of educational podcasts for students. Find podcasts that fit your curriculum and grade level.

Independent Reading

  • Donalyn Miller, best known for The Book Whisperer, writes about the power of discussing books. She suggests that teachers and students keep a running log of letters where students and teachers write back and forth about books. Technology is a great way to do this! Any shared document like Google Docs or Zoho (TeachersFirst review) will enable students to read and respond and allow others (teachers or classmates) to continue the conversation. Another web tool that students could use to review and share books is Bookopolis (TeachersFirst review). Many learning management systems (LMS) may have a shared document tool. All of these tools could be used in the classroom or as part of a blended, flipped, or remote learning activity.
  • Students can get very creative with reading responses after independent reading!

Small-Group Instruction

  • One major challenge for blended or remote learning small group instruction is ensuring all students can access a shared text without physical texts. Use Epic (TeachersFirst review) to share books with students. These texts can also be assigned to students for independent practice before or after the small group meeting.
  • The University of Florida Literacy Institute (UFLI) Virtual Resource Hub has many resources to support online literacy instruction. The UFLI Foundations phonics program provides resources to support the lessons at no cost at the UFLI Foundations Toolbox.
  • Maximize instructional time by using flexible grouping.
  • As much as possible, schedule 1:1 time with each student each week.

Writing

  • Writing Instruction can continue in a remote or blended teaching model, and using technology for writing can streamline a face-to-face model.
  • For primary students, you can still implement shared writing and interactive writing. Zoom (TeachersFirst review) allows the teacher to give control of the mouse to the students, one at a time. Doing this can mimic the shared pen experience.
  • For primary students, the University of Florida Literacy Institute (UFLI) has writing resources that include writing papers, letter formation guides, and editing reminders.
  • For all students, using a collaborative document allows for students and teachers to access writing. Students can still peer edit and work with revising partners, and teachers can hold writing conferences. Writing options include poems, stories, songs, comic strips, etc.
  • If possible, use the breakout room feature in your video conferencing platform for writing conferencing when classes are remote. Paraprofessionals can be very helpful here if you are working with one; the teacher can hold writing conferences in breakout rooms while the paraprofessional facilitates the whole group, providing assistance and reteaching as needed.

Phonics and Spelling

  • The University of Florida Literacy Institute (UFLI) has curated a Virtual Teaching Hub, an excellent resource with many videos and instructional materials designed for remote instruction. There are useful resources for phonics and sight word instruction for younger grades. The word study mats are a fantastic resource and can be used with primary and intermediate students. There are resources available to quickly and easily create digital sorts.
  • Create digital choice boards for word study activities using Google Slides. Learn more about the benefits and creation of choice boards at TeachersFirst OK2Ask: Choice Boards for Differentiation Part 1 and Part 2.

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Extensions

  • Create interactive reading opportunities using collaborative documents with an online tool such as Kami (TeachersFirst Review). Kami offers a safe, collaborative space for sharing engaging online learning activities.
  • Create opportunities for student reflection. Whatever model you are currently using, check in with your students. If you are using technology, use emoticons to gauge your students' feelings about the lesson.

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Correlation to Standards

  • AASL National School Library Standards
    • Inquire Shared Foundation, Create Domain: Learners adapt, communicate, and exchange learning products with others in a cycle that includes: 1. Interacting with content presented by others.
    • Explore Shared Foundation, Think Domain: Learners develop and satisfy personal curiosity by: 1. Reading widely and deeply in multiple formats and write and create for a variety of purposes.
    • Explore Shared Foundation, Grow Domain: Learners develop through experience and reflection by: 1. Iteratively responding to challenges. 2. Recognizing capabilities and skills that can be developed, improved, and expanded. 3. Open-mindedly accepting feedback for positive and constructive growth.
  • ISTE Standards for Students
    • Empowered Learner 1a. Students articulate and set personal learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process itself to improve learning outcomes.
    • Empowered Learner 1b. Students build networks and customize their learning environments in ways that support the learning process.
    • Empowered Learner 1c. Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.
    • Knowledge Constructor 3d. Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.

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