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My first year of teaching was in 2020... Peak pandemic. So, not only was I new to the teaching profession, but I was also trying to learn how to teach virtually, along with everyone else. I was so upset that I had looked forward to having my very own classroom filled with students and was meeting my new first graders through a computer. Virtual teaching was difficult and frustrating, and I didn't feel like I was reaching my students as much as I would've liked to. It was difficult trying to teach first graders, who could barely read, to navigate a computer THROUGH a computer.

Because of my experiences, I am putting together this Padlet that is full of resources, helpful links, tips, and suggestions for teachers, students, and parents to ensure digital learning is as effective, simple to navigate, and engaging as possible. This Padlet is particularly tailored to teaching phonics and literacy groups for Elementary, specifically primary-aged, students using a Science of Reading-Based Approach.

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Seesaw is a great platform, specifically for younger learners, to post assignments, share feedback, and communicate with students and parents.

This is also a great platform to use with lower-level learners or your ELL students because you can record audio directions or feedback for your students.

In addition, Seesaw also provides your students with platform to collaborate, share their ideas with other students, or view other students' work.

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Seesaw | Elementary Learning Experience Platform

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Elementary Learning Experience Platform | Seesaw

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Seesaw is a Learning Experience Platform with 25M+ users, enhancing elementary education, engagement, and school culture while improving academic success.

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Google Classroom is another platform teachers can use to post assignments, share feedback, and communicate with students and families. Teachers could also post digital libraries for students to access books and decodable texts on their level or relating to the current skill the student may be working on.

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Get started with Google Classroom, a central hub for tools and resources designed to help educators manage classrooms and enrich learning experiences.

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As stated in the "A Closer Look at the Five Essential Components of Effective Reading Instruction: A Review of Scientifically Based Reading Research for Teachers" article, "The National Reading Panel Report (National Institute of Child Health and Human Development [NICHD], 2000) summarized several decades of scientific research that clearly shows effective reading instruction addresses five critical areas:

• Phonemic awareness

• Phonics

• Fluency

• Vocabulary

• Comprehension" (Learning Points Associates, 2004)

It is essential to our students learning that our instruction ensures every student is getting instruction that is meeting each component of "The Big Five."

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Essential Components of Reading_Transparent BG

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Teaching Letter Sounds with Hand Signals

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Teaching Letter Sounds with Hand Signals

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This is a great approach to teaching phonics virtually. Using hand signals is a very effective and engaging approach. This could be done whole group or in small group.

Another option would be to record a video of yourself teaching the hand signals for the students to reference later.

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Teaching Letter Sounds with Hand Signs (works VIRTUALLY too!)

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Teaching the Science of Reading in a Virtual Setting

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Teaching the Science of Reading in a Virtual Setting

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This is a link to an article on "4 Keys to Teaching the Science of Reading in a Virtual Setting." I found this article to be particularly helpful and encouraging to educators and parents in making using a Science of Reading-Based approach virtually more attainable and approachable.

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More and more educators are being trained in the science of reading. Backed by a body of research amassed over five decades from disciplines including linguistics, cognitive psychology, and neuroscience, the science of reading has provided some baseline guidance for teaching all students.

Of course, as is always the case in education, the implementation of evidence-based best practices is not always simple -and the school closures caused by COVID-19 have added a new complication.
Related content: How we turned around our reading program
With the 2020-2021 academic year upon us, educators are facing different logistical issues, but they're all facing a similar challenge regarding distance learning. No matter how your district is handling back to school 2020, major adjustments will be required in every aspect of the learning process. To help ease educators' strain, here are a few ways to apply the science of reading, no matter what the setting.
Providing a reliable connection
From an equity standpoint, making sure every student has access to video or the internet to use a phonics-based, science of reading-approved reading program is essential. Of course, students could take advantage of their school's internet, but now many schools are offering hotspots to students who don't have internet access at home. Schools are getting inventive about how to build equity in a way we have never seen before. Coming up with a plan B to support all students from all backgrounds is going to be vital to the success of a student's virtual learning experience.
Maintaining consistency
We can only trust the validity of that data if we know the controls. One of the greatest challenges in literacy education is consistently gathering the right data to drive instruction. With students at home, we can't ensure that validity because it's hard to gain a sense of engagement. A question educators need to ponder is "Can we make sure we are disseminating explicit instruction in a way we can control?" One of the advantages of implementing an online reading program is that students tend to engage with it better than with paper materials. Plus, most reading programs offer an analytics tool that provides insight into student progress. Measuring engagement might entail more observant measures based on video lessons and discussion posts.
Differentiating student learning
Along the same lines, coming up with different ways to differentiate learning to implement effective teaching methods is another way to keep students focused. For instance, a student might need more peer engagement than independent study, and educators will need to know if their students need some interaction in order to dive deeper into a concept. It's about creating the time to provide small-group instruction online, or doing anything else we can do to ensure fidelity of reading instruction so that we can differentiate from there.

Online reading programs help students master foundational reading skills and gradually help students build their reading skills as they demonstrate mastery. Many programs offer different options for instruction, whether it's virtual or not. Students can complete video lessons or worksheets, use guidance from the software-or whatever combination of these works best.

"Blended learning" is a term that's been around for a while, and research has shown that there's a certain autonomy that comes with bringing in all the amazing things technology and face-to-face instruction bring to a student's learning process.

There are many options coming in that are proving to be powerful and I imagine, as educators have more experience in the virtual space, there will be some amazing, out-of-the-box ways students will gain engagement in reading that we wouldn't expect.
Reframing the fear of failure
The additional stresses that all educators are facing can quickly put us into the fight-or-flight response. Processes will need to adjust in order to meet the needs of individual students. Not only do educators need to teach reading using the science of reading, but now we need to figure out how to do it in a virtual setting. One of the biggest things teachers can recognize is that it's okay to take one thing at a time and take on some mental flexibility. We will all need to give each other time and grace to accommodate all the moving parts of teaching reading.

Things are not going to be perfect in the first week of school-or even in the first month of school! With open-hearted collaboration, we can help ease the burden and carry it together by coming up with innovative ideas as we go.

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4 keys to teaching the science of reading in a virtual setting

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Educators can use evidence-based best practices for literacy lessons--including the science of reading--no matter where students are.

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This is a super fun and engaging example of a phonemic awareness activity that could be done at the start of a whole group or small group phonics lesson, while also incorporating movement.

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BEGINNING SOUNDS. BRAIN BREAK EXERCISE FOR KIDS.  MOVEMENT ACTIVITY. PHONETIC AWARENESS. PHONICS.

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This is a great and engaging example of a phonics warm-up, or as I like to call it, "listening games." This video also gives outlines how to DIY a phonics blending board which could be helpful for both teachers and students.

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How to Do a Blending Drill in Phonics // Tips and Ideas for the Blending Drill

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This website has links to several free decodable texts that can be used for small group or independent reading at home on the student's level or focused on the skill they are currently working on.

These digital decodable texts could be put into a digital library to choose from. There could be several activities that could be done with these texts to practice fluency, vocabulary, and reading comprehension.

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Free Decodable Texts | Right to Read Initiative

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Right to Read Inquiry in an EFI Special Ed Classroom

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SplashLearn is a interactive and engaging activity students can do independently to practice phonics skills they may be working. Teachers can assign particular activities and view results. Students also have the opportunity to play phonics games and connect with other students.

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SplashLearn: Fun Math & ELA Program for PreK-Grade 5

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SplashLearn is an award-winning learning program loved by over 40 million kids for engaging Math and ELA practice. Aligned with Common Core and various state standards.

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GetEpic is a great resource for students to have the "freedom to choose" their own books based on their interests. This gives lower-level learners and ELL students opportunities to "listen to reading" as well.

GetEpic can be used to help fluency, vocabulary, and also provides comprehensions questions at the end of the books. Teachers can assign books on Epic that connect to other content areas.

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Instantly access over 40,000 of the best books & videos for kids on Epic

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Imagine Learning is a wonderful resource that is backed by the Science of Reading. There are fun activities and resources for teachers, students, and parents to access virtually. There are great resources and opportunities for ELL students.

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Bridge the gap between pedagogy and classroom instruction with easy-to-use core, supplemental, and intervention products that are proven to work.

More than 5 decades of peer-reviewed research from the fields of educational psychology, cognitive science, and neuroscience contribute to our understanding of how children learn to read and what instructional approaches are most effective.

Scientific evidence shows that students need strong language comprehension skills, word recognition skills, and bridging skills to read successfully. Because reading skills do not develop naturally, learners must be explicitly taught these skills in a systematic manner.

The science of reading answers the call for effective, research-backed methods of teaching literacy.

Literacy skills are critical for academic, social, and economic success. Using a proven, evidence-based approach to explicit reading instruction will close the literacy gap, improve student outcomes, and help students reach their full potential.

Reading is a complex task. Applying the science of reading in the classroom isn't easy, either. If you've invested in training through a program such as LETRS®, we can help you implement the research.

Imagine Learning's powerful solutions not only provide evidence-based materials - we also make it easy for educators to plan and execute best practices in the classroom.

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Easy-to-use and research-backed core, supplemental, and intervention products aligned to the science of reading.

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Headsprout is a great resource for students to practice their phonics and phonemic awareness skills. This is a particularly useful resource because it is student-paced. So the student can get on it whenever and pick up where they left off.

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Headsprout is the smartest kids' reading program on the market today.
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Headsprout is the smartest kids' reading program on the market today. The program uses effective, interactive online episodes to teach K-5 students the reading fundamentals and comprehension skills they need to become successful readers.

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Blake, S. B., & eSchool Media ContributorsShantell Berrett BlakeShantell Berrett Blake is the lead in professional development and a dyslexia specialist for Reading Horizons. (2020, September 14). 4 keys to teaching the science of reading in a virtual setting. eSchool News. https://www.eschoolnews.com/classroom-innovations/2020/09/28/4-keys-to-teaching-the-science-of-reading-in-a-virtual-setting/

Dalton, B. and Grisham, D. L. (2011), eVoc Strategies: 10 Ways to Use Technology to Build Vocabulary. The Reading Teacher, 64: 306–317. doi: 10.1598/RT.64.5.1

Fun Math & Ela Program for prek-grade 5. SplashLearn. (n.d.). https://www.splashlearn.com/

Imagine Learning. (2023, December 22). Science of reading. Imagine Learning. https://www.imaginelearning.com/solutions/science-of-reading/?utm_medium=ad&utm_source=google&utm_campaign=21188601579&utm_content=696833405983&utm_term=science+of+reading&gad_source=1&gclid=CjwKCAjwrcKxBhBMEiwAIVF8rH4of_rBUr3t5Ni8ZpoJKbmGm0krjZKYmY34weR1rs3B3NdPC9kOTxoCPBkQAvD_BwE

Inc., E. C. (n.d.). Instantly access over 40,000 of the best books & videos for Kids on Epic. Epic. https://www.getepic.com/

Jones, S. (2023, April 23). How to do a blending drill in phonics // tips and ideas for the blending drill. YouTube. https://www.youtube.com/watch?v=u9CGJxGcMYo

Kress. (2020, June 2). Multimodality (Kress). Learning Theories. https://learning-theories.com/multimodality-kress.html

Learning A-Z. (n.d.). Headsprout. HeadSprout. https://www.headsprout.com/

Learning Point Associates. (2004). A closer look at the five essential components of effective ... https://files.eric.ed.gov/fulltext/ED512569.pdf

Moving Time Academy. (2023, January 3). Beginning sounds. brain break exercise for kids. movement activity. Phonetic Awareness. phonics. YouTube. https://www.youtube.com/watch?v=iLLtesYrhLw

Right to Read Initiative. (n.d.). Free decodable texts. Free Decodable Texts. https://right2readinitiative.com/free-decodable-texts/

Save the Children US: Department of Education and Child Development. (2013). Emergent Literacy- Investing Early for Exponential Outcomes. Emergent Literacy Investing Early for Exponential Outcomes. https://www.savethechildren.org/content/dam/global/reports/education-and-child-protection/edu-elm-13.pdf

Wheatley, M. (2020, July 22). Teaching letter sounds with hand signs (works virtually too!). YouTube. https://www.youtube.com/watch?v=kT96-266Mi8

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This article is a great resource that outlines ways to use technology to build vocabulary. This is particularly important for ELL learners.

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Adesope, O.O., Lavin, T., Thompson, T., & Ungerleider, C. (2010). A systematic review and meta-analysis of the cognitive correlates of bilingualism. Review of Educational Research, 80(2), 207-245. doi:10.3102/0034654310368803

Baumann, J.F., & Kame'enui, E.J. (Eds.). (2004). Vocabulary instruction: Research to practice. New York: Guilford.

Beck, I.L., McKeown, M.G., & Kucan, L. (2008). Creating robust vocabulary: Frequently asked questions & extended examples. New York: Guilford.

Berne, J.I., & Blachowicz, C.L.Z. (2008). What reading teachers say about vocabulary instruction. The Reading Teacher, 62(4), 314-323. doi:10.1598/RT.62.4.4

Biancarosa, G., & Snow, C.E. (2006). Reading next: A vision for action and research in middle and high school literacy (2nd ed.). Retrieved October 21, 2010, from www.all4ed.org/files/ archive/publications/ReadingNext/ReadingNext.pdf

Biemiller, A., & Boote, C. (2006). An effective method for building meaning vocabulary in primary grades. Journal of Educational Psychology, 98(1), 44-62. doi:10.1037/0022-0663.98.1.44

Blachowicz, C.L.Z., & Obrochta, C. (2005). Vocabulary visits: Virtual field trips for content vocabulary development. The Reading Teacher, 59(3), 254-261. doi:10.1598/RT.59.3.6

Boulware-Gooden, R., Carreker, S., Thornhill, A., & Joshi, R.M. (2007). Instruction of metacognitive strategies enhances reading comprehension and vocabulary achievement of third-grade students. The Reading Teacher, 61(1), 70-77. doi:10.1598/RT.61.1.7

Chall, J.S., & Jacobs, V.A. (2003). The classic study on poor children's fourth-grade slump. American Educator, 27(1), 14-15, 44. Retrieved October 21, 2010, from www.aft.org/newspubs/ periodicals/ae/spring2003/hirschsbclassic.cfm

Cunningham, A.E., & Stanovich, K.E. (2001). What reading does for the mind. American Educator, 22(1-2), 8-15.

Dalton, B., & Proctor, C.P. (2007). Reading as thinking: Integrating strategy instruction in a universally designed digital literacy environment. In D.S. McNamara (Ed.), Reading comprehension strategies: Theories, interventions, and technologies (pp. 421-440). Mahwah, NJ: Erlbaum.

Dalton, B., Proctor, C.P., Snow, C.E., Uccelli, P., & Mo, E. (2008, September). Improving reading comprehension for struggling readers: Understanding the role of vocabulary development, guided strategy use, and Spanish language supports in a digital reading environment. Final report to the U.S. Department of Education, Institute of Education Sciences.

Dodge, B. (1995). Some thoughts about webquests. Retrieved September 20, 2010, f rom webques t. sdsu.edu/about _webquests.html

Elkind, K., & Elkind, J. (2007). Text-to-speech software for reading. Perspectives, 33(3), 11-16.

Fadel, C., & Lemke, C. (2008). Multimodal learning through media: What the research says. San Jose, CA: CISCO Systems. Retrieved October 21, 2010, from www.cisco.com/web/ strategy/docs/education/Multimodal-Learning-Through- Media.pdf

Fang, Z., Schleppegrell, M.J., & Cox, B.E. (2006). Understanding the language demands of schooling: Nouns in academic registers. Journal of Literacy Research, 38(3), 247-273. doi:10.1207/ s15548430jlr3803_1

Graves, M.F., & Watts-Taffe, S. (2008). For the love of words: Fostering word consciousness in young readers. The Reading Teacher, 62(3), 185-193. doi:10.1598/RT.62.3.1

Hart, B., & Risley, T.R. (1995). Meaningful differences in the everyday experience of young American children. Baltimore: Paul H. Brookes.

Hartman, D.K. (1992). Intertextuality and reading: The text, the reader, the author, and the context. Linguistics and Education, 4(3-4), 295-311. doi:10.1016/0898-5898(92)90005-H

Henry, L. (2006). SEARCHing for an answer: The critical role of new literacies while reading on the Internet. The Reading Teacher, 59(7), 614-627. doi:10.1598/RT.59.7.1

Individuals with Disabilities Education Improvement Act of 2004. Retrieved January 23, 2010, from frwebgate.access.gpo .gov/cgi-bin/getdoc.cgi?dbname=108_cong_public_laws& docid=f:publ446.108

International Reading Association. (2009). New literacies and 21st-century technologies (Position statement). Newark, DE: Author. Retrieved September 20, 2010, from www.reading .org/General/AboutIRA/PositionStatements/21stCentury Literacies.aspx

Ito, M., Baumer, S., Bitanti, M., boyd, d., Cody, R., Herr-Stephenson, B., et al. (2010). Hanging out, messing around, and geeking out: Kids living and learning with new media. Cambridge, MA: MIT Press.

Jiménez, R.T., García, G.E., & Pearson, P.D. (1996). The reading strategies of bilingual Latina/o students who are successful English readers: Opportunities and obstacles. Reading Research Quarterly, 31(1), 90-112. doi:10.1598/RRQ.31.1.5

Johnson, D. (2003, Apr il). Web watch: Audiobooks: Earresistible! Reading Online, 6(8). Retrieved October 21, 2010, from www.readingonline.org/electronic/elec_index .asp?HREF=webwatch/audiobooks/index.html

Kress, G. (2003). Literacy in the new media age. New York: Routledge.

Lubliner, S., & Grisham, D.L. (in press). Cognate strategy instruction: Providing powerful literacy tools to Spanish-speaking students. In J. Fingon & S. Ulanoff (Eds.), Learning from culturally and linguistically diverse classrooms: Promoting success for all students. New York: Teachers College Press.

Lubliner, S., & Scott, J.A. (2008). Nourishing vocabulary: Balancing words and learning. Thousand Oaks, CA: Corwin.

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Nikolova, O.R. (2002). Effects of student participation in authoring of multimedia materials on student acquisition of vocabulary. Language Learning & Technology, 6(1), 100-122.

Pearson, P.D., Hiebert, E.H., & Kamil, M.L. (2007). Vocabulary assessment: What we know and what we need to learn. Reading Research Quarterly, 42(2), 282-296. doi:10.1598/RRQ.42.2.4

Pritchard, R., & O'Hara, S. (2009). Vocabulary development in the science classroom: Using hypermedia authoring to support English learners. The Tapestry Journal, 1(1), 15-29.

Proctor, C.P., Dalton, B., & Grisham, D.L. (2007). Scaffolding English language learner s and struggling reader s in a multimedia hypertext environment with embedded strategy instruction and vocabulary support. Journal of Literacy Research, 39(1), 71-93.

Proctor, C.P., Uccelli, P., Dalton, B., & Snow, C.E. (2009). Understanding depth of vocabulary online with bilingual and monolingual children. Reading & Writing Quarterly, 25(4), 311-333. doi:10.1080/10573560903123502

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Stanovich, K.E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21(4), 360-407. doi:10.1598/ RRQ.21.4.1

Trelease, J. (2006). The read-aloud handbook (6th ed.). New York: Penguin.

Wells, J., & Lewis, L. (2006). Internet access in U.S. public schools and classrooms: 1994-2005 (NCES 2007-020). Washington, DC: U.S. Depar tment of Education, National Center for Education Statistics. Retrieved September 20, 2010, from nces .ed.gov/pubsearch/pubsinfo.asp?pubid=2007020

Xin, J.F., & Rieth, H. (2001). Video-assisted vocabulary instruction for elementary school students with learning disabilities. Information Technology in Childhood Education Annual, 2001(1), 87-104.

Yoshii, M. (2006). L1 and L2 glosses: Their effects on incidental vocabulary learning. Language Learning & Technology, 16(3), 85-101.

Zwiers, J. (2007). Building academic language: Essential practices for content classrooms, grades 5-12. San Francisco: Jossey-Bass.

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10 Ways to Use Technology to Build Vocabulary

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Drawing on research-based principles of vocabulary instruction and multimedia learning, this article presents 10 strategies that use free digital tools and Internet resources to engage students in vocabulary learning. The strategies are designed to support the teaching of words and word learning strategies, promote students' strategic use of on-demand web-based vocabulary tools, and increase students' volume of reading and incidental word learning.

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From the article "Emergent Literacy Investing Early for Exponential Outcomes," in the graphic above you will see the Emergent Literacy Knowledge Areas. According to the article Emergent Literacy Investing Early for Exponential Outcomes, "Emergent literacy includes such aspects as oral language (both speaking and listening), understanding that print can carry meaning, as well as basic alphabet knowledge, and early phonological awareness." (Save the Children, 2013). Based on this information, the Emergent Literacy Theory supports this approach to teaching literacy by incorporating Oral language (through listening to reading, written and verbal responses to reading, and participating in meaningful conversations about reading), Print Awareness, and Book Knowledge (both through digital books and online literacy resources provided), and Alphabet Knowledge and Phonological Awareness (both through "Sound Drills," "Deck Drills," and phonics games and activities provided).

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According to Kress (2013), "Multimodality is a theory which looks at the many different modes that people use to communicate with each other and to express themselves. This theory is relevant as an increase in technology tools, and associated access to multimedia composing software, has led to people being able to easily use many modes in art, writing, music, and dance and everyday interactions with each other[2]." This theory supports this approach to teaching literacy because there are opportunities for students to express themselves using a variety of modes of communication including, but not limited to, visual (digital resources provided), auditory (listening to reading), Reading/Writing (digital resources provided for reading and response to reading), and kinesthetic (incorporating movements associated with the phonics skill being practiced).