The content I have chosen for my course development assignment is a station within my literacy centers that would be used to focus on a particular phonics skill. The reason for choosing this topic is because I have often struggled with Daily 5 or CAFE or any sort of center-based activities where students rotate through different centers. Although I see the benefit to small group instruction I often have found that while working with a small group is great, the rest of the time they are not in a group students are often disengaged with the learning outcomes. I will see them not doing their best work, distracting others, or zoning off into space. This is especially apparent for students who struggle with unstructured time. On top of these challenges, I also find I use technology for the same thing during these centers. It is typically a “Listen to reading” center where my students access a reading app. Although later in the year this app is useful, at the start of the year when they are not yet reading on their own, I feel there are better skills they could be working on.
Through my own research and professional development on the science of reading, I have created a scope and sequence for my literacy instruction that focuses on phonics and the development of phonemic awareness. I wanted to create a blended learning opportunity where students could use technology to focus on the skills we are working on in a way that allows them to be independent and engages them. I want the content to be interesting and involve hands-on aspects that students can work on either on their own or with a partner.
I felt that if I start to use technology in this way, I would see more on-task behaviour and I would know that more of the students are participating in targeted instruction for their skill level. It would also be a great way to continue to incorporate and consolidate their letters and sound knowledge as this is the basis for reading and writing.
Hi Anna. As a past Grade One teacher, I can relate to the issues you have with center based activities. Students that young can find it hard to self-motivate which is needed when learning without the teacher near by. I believe you are correct to look for hand-on activities, with an assist from technology, to met learning objectives. That is a benefit of technology in the classroom, it can be used as another teacher. I am curious to see more of your ideas!
Hi, Anna! I relate to you in regards to your struggles with students staying on task with the learning outcomes while using technology. In my teaching experience, I have taught grades 7-12 and even in this grade range, students have trouble self-regulating. Sometimes I do take this to mean that perhaps the task is not as engaging or authentic as I would normally want it to be and go back to the drawing board. Other times, I just make sure to, next class, more clearly state my expectations regarding blended learning time. To be sure, there are challenges that blended learning presents that every teacher must learn how to navigate!
Great ideas, Anna! What apps do you think you’ll include in this process? Have you ever heard of UFLI, for within small group rotations? This really helps with phonemic awareness and the BEST part is, is it is free!!
I have heard of UFLI, it looks really great! This year it felt like we really dove deep into reading PD and I am at a point where I almost have too many resources on the go haha so that was one I thought I might come back to after trying out some of the new things I already have in place. I just read “Letter Lessons and First Words: Phonics Foundations that Work” By Heidi Mesmer and it had a really great scope and sequence as well as activities for grades k-2.
For apps I am thinking of still using Raz kids- just not all the time, youtube and then developing some activities on google slides.