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Introducing Students to the R180 Software Application

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Introducing Students to the R180 Software Application

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Use this document as a guided lesson to introduce students to the R180 Student Application and establish application procedures.

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Introducing Student to the R180 Student Application (004)

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Sample Virtual Learning Padlet Classroom

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Sample Virtual Learning Padlet Classroom

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Virtual Learning with Read 180 & System 44

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https://www.hmhco.com/learningsupport

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Nonfiction Reading Response and Writing Prompts

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Nonfiction Reading Response and Writing Prompts

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How to Teach Online: Strategies for K-12 Educators Amid School Closures

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How to Teach Online: Strategies for K-12 Educators Amid School Closures

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With the closings of schools and the possibility of having students out of classes for months, many school districts are asking teachers to transition to online learning for their students. If you are a classroom teacher now tasked with figuring out how to teach online, the change may seem challenging, but we've got you covered with some helpful tips.

I taught secondary science online for six years and was a department head, a national subject area specialist, and someone who trained teachers who were new to the online arena. The most commonly asked question I received during this time went something like, "Science...online?! How could you possibly teach science online?" My answer was, and continues to be, that we can teach almost anything online "surprisingly well!"

Strategies for Online Teaching

Here are my top six strategies for online teaching to ensure an engaging and impactful experience.

1. Use videoconferencing tools to host online live lessons.

Especially because we are in quarantine and students (and all of us) may be feeling emotionally isolated, it's important to stay in front of your students as much as possible, which can be done with videoconferencing sites such as Zoom, Skype, Facebook Live, WebEx, Google Hangouts, and YouTube Live. Set a specific time of day to conduct live lessons online, but don't just talk at the kids. Keep it interactive and fun. Some tips:

Remember that most videoconferencing sites include chat functions and screen-sharing options so your students can chat with you and each other while you show a presentation slideshow, take them to a website, or walk them through problems or writing examples-anything you would normally show them in your classroom.

Remember that most videoconferencing sites allow you to control participant privileges-you can turn off everyone else's microphone, only allow them to chat with you, or turn on and off the privilege as needed. Remember all of the classroom management you've had to do in the past? Not online!

Start your lesson with a bell ringer-just like in your brick-and-mortar classroom, you can begin your lessons with something fun, like putting up a presentation slide that asks a trivia question and having students privately chat the answer to you for some extra credit.

Use your webcam. It takes some getting used to, but students pay more attention if they can see you speaking to them, and they really enjoy seeing where you are working from-if your family pet wanders into view, you are teaching in your pajamas, or you have fun art on the wall in the background, all the better to connect with your students as a "real" person!

Record your lessons, and require students to prove that they watched the recordings. A student who watched the recording can then email you a list of specific words from the lesson or descriptions of pictures used.

Send out the recording link and your presentation slides to help students who need to review the information again for mastery.

Invite experts to share in your online lessons. From scientists to musicians, in this time of quarantine, many are looking for ways to help and would be happy to speak to your students.

To supplement live videoconferencing sessions, you can send students recordings of yourself providing relevant information about the coursework, giving instructions, or engaging students with a fun activity like a virtual read-aloud, as this teacher did!

2. Use online discussion forums for interaction.

To continue combating those feelings of isolation, use a discussion forum, and require your students to respond both to you and to each other on content related to the lessons. Keep it creative, and you can improve critical-thinking skills and deepen the learning.

For example, ask a question like, "If you could clone a pet, what kind of pet would you clone and why?" Students then are required to reply to the discussion prompt using at least 50 words, and they must reply to at least two of their peers-again, using at least 50 words-by either agreeing with their post, respectfully disagreeing with their post, or adding to what the classmate said.

Be sure to include word minimums and limits in your requirements to avoid students replying with only "I agree," or, at the other end of the spectrum, go on to write a short novel.

3. Take your students on virtual tours.

Many options exist for either leading your students on a virtual tour during your live online lesson or assigning them a tour or activity to complete on their own. HMH has even built in Google Expeditions lesson plans into the different disciplines ( learn more about HMH Field Trips). Below is a list of some of my favorite and most recent options:

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How to Teach Online: Strategies for K-12 Educators Amid School Closures

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Amid school closures, many educators must figure out how to teach online. Use these strategies for online teaching to create a learning experience that is engaging and impactful.

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Fiction Reading Response and Writing Prompts

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Fiction Reading Response and Writing Prompts

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Navigating Remote Learning Environments Overview

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Navigating Remote Learning Environments Overview

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Navigating Remote Learning Environments Planning Tool

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Navigating Remote Learning Environments Planning Tool

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Navigating the Journey to Remote Learning

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Navigating the Journey to Remote Learning

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However, it is essential to focus on remote learning versus distance learning or virtual learning. In my mind, there is a clear distinction. Distance and virtual are appropriate where all kids have access to a device and the internet. Remote, on the other hand, focuses on both digital and non-digital pathways to keep realistic learning going. I must emphasize the need to be realistic as this rests on the mere fact that most teachers have never been adequately trained in this area. Whereas parents and guardians have to be patient and understanding with teachers, the same can be said in terms of administrators and the expectations that they place on their staff.

Here are some ideas I have.

* Get a plan in place: If there isn't a plan, be proactive regardless of your position. Provide guidance and support to teachers and administrators while reassuring them that there is no one right or wrong way to go about remote learning. The best way is your way. Once a plan is in place, convey it to parents, guardians, and other stakeholders. The Mount Olive Township School District in New Jersey, under the leadership of superintendent Dr. Robert Zywicki, has been way ahead of the curve. You can check out their entire plan here.

* Come to a consensus as to what is feasible in the community where you work: Provide devices and mobile Wi-Fi, if possible. In the case of the latter, this is what the Mount Olive School District did. Equity matters more than ever.

In Mount Olive, school officials were initially doubtful that the district could support virtual learning. Then, they hatched a last-minute plan. The district distributed 1,300 Chromebooks to its middle school students and decided to pay $4,600 to provide wireless access for any student who didn't have it at home. "We have achieved equality of online access in a week," Superintendent Robert Zywicki said. "Boom. Mic drop."

* Develop a manageable workload and time limit for learners: As this is new to everyone, piling on too much work will be counterproductive.

* Don't put the responsibility on parents for students in Grades 5 and above: Our youngest learners will need some help and guidance, especially if their elementary schools have not been 1:1 or Bring Your Own Device (BYOD). Parents are juggling an equal amount of challenges and pressure. Asking them to take on this added responsibility will very well push some over the edge.

* Shy away from low-level packets and worksheets: These aren't an effective practice in school and thus shouldn't be a go-to as a means to validate a remote learning plan.

* Use playlists and choice boards: These have quickly become a high-agency, pedagogically sound strategy to personalize learning in school, and can be adapted as part of a remote learning plan.

Thanks @E_Sheninger! Your coaching first exposed @MountOliveTSD to #choiceboards which were instrumental in helping us develop our health-related closing plan: https://t.co/wxJE0al5xD @RigorRelevance @DrLRepollet https://t.co/mPwre4SOIx
- Dr. Robert R. Zywicki (@ZywickiR) March 16, 2020

* Suggest lots of independent reading: You really can't go wrong here.

* Determine how feedback will be given once school reopens:In the case of districts and schools that have limited digital resources, it defeats the purpose of assigning lessons and work if kids don't know how they did upon their return. Notice I am not saying to grade the work. There are too many variables outside the control of teachers that would make grading anything completed during an extended school closure fair. Feedback is often a more powerful conduit to learning than grades anyway.

* Use Google Voice for parents and guardians to ask questions and get needed advice: It is free, easy to set up, and masks your real phone number. Voxer can also be used. If technology is available and equity has been ensured, take some of these ideas into account.

* Consider a balance between synchronous and asynchronous: Facilitating lessons using live video is excellent. However, with these chaotic times, learners might not be able to tune in at a specific time each day. Asynchronous options such as flipped lessons and self-paced assignments have the added bonus of teaching kids how to manage their time and develop a greater sense of responsibility. PK-12 students can even go through a pre-set schedule using Khan Academy, with access available here.

* Fully utilize a learning management system (LMS) if one is in place: If you or your staff use Google Classroom, Canvas, Schoology, or another LMS routinely in the classroom, then this is a logical decision. Plus, kids are already used to logging on, completing assignments, and receiving feedback.

* Develop the means for real engagement: Within the LMS, a slew of digital tools can be included for backchanneling, collaboration, checks for understanding, and creation. To assist, check out the resources in this post.

* Make the time for digital check-ins with learners: Consider having virtual office hours or use communication tools embedded in each LMS.
I also tried to articulate this information in a video, which you can view below.
Consistent communication is vital for the success of any remote learning plan. Digital leadership compels all of us to meet our stakeholders where they are and engage in two-way communication when possible. Now more than ever, this is crucial in keeping everyone's sanity. Think about what tools your community, including students, regularly uses, and blend with traditional means.

When the dust settles, and after reflection, educators will have a much better idea of what worked and what didn't. From there, districts and schools can begin to put in place professional learning plans that transform practices in the classroom that can be used for remote learning if the need arises.

For more ideas, follow #remotelearning on social media.
The views expressed in this article are those of the author and do not necessarily represent those of HMH.
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To help you continue teaching and learning during the current outbreak of coronavirus (COVID-19), visit HMH's At-Home Learning Support page for free resources.

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Navigating the Journey to Remote Learning: Tips for School Districts

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ICLE Senior Fellow Eric Sheninger shares tips with education leaders on transitioning their district to remote learning while schools are closed during the coronavirus outbreak.

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Type your information in the fields below, and click Submit. Once you have generated your certificate, open your certificate and go to the file menu on your browser and select Print.

Type your information in the fields below, and click Submit. Once you have generated your certificate, open your certificate and go to the file menu on your browser and select Print.

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Create a certificate based on student's progress.

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Video Links - How to Make PDF's Editable

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Video Links - How to Make PDF's Editable

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Increasing Self-Efficacy With Growth Mindset

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Increasing Self-Efficacy With Growth Mindset

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Creating a Collaborative Learning Community

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Creating a Collaborative Learning Community

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Supporting Students with the Reading Inventory Assessment Video

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Supporting Students with the Reading Inventory Assessment Video

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Taking The Reading Comprehension Assessment: A Student Video Tutorial

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Preparing Students for the Reading Inventory

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Preparing Students for the Reading Inventory

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Use this document as a guided lesson to help prepare students for the Reading Inventory. Use the proficiency bands slide to help students see where they fall in their grade level to set goals. Use the sample question slides to show students what questions might look like in different Lexile Ranges. Let them see what a question at grade level proficiency might look like. Use the questions as test practice using test taking strategies.

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How to Turn Off Timing in Reading Inventory

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How to Turn Off Timing in Reading Inventory

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Reading Inventory/Phonics Inventory Remote Guidelines for Remote Administration

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Reading Inventory/Phonics Inventory Remote Guidelines for Remote Administration

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R180 Universal Getting Started Companion Guide

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R180 Universal Getting Started Companion Guide

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If students are getting the message that they are unable to record or their microphone is not working, use these steps to check the microphone settings.

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Enable Microphone Bypass in R180 Student Application

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Enable Microphone Bypass in R180 Student Application

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When students are not able to record and cannot move forward with the program, you can set a microphone bypass so students can continue working in the application. Here are the steps.

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Usernames and Passwords are for teachers using RI to practice and demonstrate the student experience.   Click on the link to the Google Doc to access website and student account information.  Once you have logged in, click on the Reading Inventory icon.  Please ignore other icons for other programs that might be showing.

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This provides background on phonics intervention for adolescent English language learners as well as research about best instructional practices.

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Use these flip charts to support lessons in the RDI TE. Practice the first one every day with EL students.

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Use this resource with the Newcomer Book to provide essential vocabulary and language instruction for newcomers placed in System 44. The Newcomer Teaching Guide helps teachers with providing linguistic support to newcomers, using routines with newcomers, transferring language skills from students' primary languages, and modeling responses for tasks in the Newcomer Book.

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Use this book with the Newcomer Teaching Guide to provide essential vocabulary and language instruction for newcomers placed in System 44. The Newcomer Book includes practice with expressing basic needs, following directions, responding to and producing basic questions, comprehending a range of everyday words, participating in conversations, and writing short responses.

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Instructional Routines to Support English Language Learners (Red Routines)

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Instructional Routines to Support English Language Learners (Red Routines)

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Monitoring Student Progress in the READ 180 Universal Software

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Monitoring Student Progress in the READ 180 Universal Software

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Click on the white box below to access the video.

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R180U_Video overview of App.mp4 | Powered by Box

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Accessing the Student Demo via Teacher Central

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Accessing the Student Demo via Teacher Central

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Use this preview to familiarize yourself with the student experience on the READ 180 Student Application.

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READ 180 Independent Reading Procedures (suggested)

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READ 180 Independent Reading Procedures (suggested)

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Stage B Graphic Organizers and QuickWrites

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Stage B Graphic Organizers and QuickWrites

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Stage C Graphic Organizers and QuickWrites

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Stage C Graphic Organizers and QuickWrites

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Stage A Graphic Organizers and QuickWrites

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Stage A Graphic Organizers and QuickWrites

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Optional projects for students to complete after they have finished reading a READ 180 Independent Reading Book

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Instructional Planning for a READ 180/System 44 mixed model class

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Instructional Planning for a READ 180/System 44 mixed model class

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Link to Student Application Videos for Students

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Link to Student Application Videos for Students

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Use the link to access System 44 Help and preview the videos you can use to share information about the student software.  Click on Show Students How to Complete S44 NG Activities. After viewing, share how you might use these videos with your students.