If you are looking to design your own activities, we have created a guide to modifying the existing EL Education K-8 Language Arts module lessons to deliver in a virtual learning format and provides a template based on the Read-Think-Talk-Write cycle
Remote Learning Support: Preparing to Teach
The EL Education K-8 Language Arts curriculum is designed to be delivered in a traditional face-to-face classroom setting. The following is a guide on how to translate the essentials of the module lessons to remote learning.
Please check with your schools and/or district to see what is available for your use. Some schools/districts have concerns about Zoom which you can read here. This guide offers technical assistance in getting started in and securing Zoom for classroom use. Other platforms for virtual learning include Google for Education and Canvas.
Want to learn more about the EL Education Language Arts curriculum? Our online Professional Learning courses are available until June 1.
Questions to Ask as a Teacher/Instructional Leader About...
Access and Structure
- What text is available for student use? (See information on trade book access here)
- Will all students have access to the text(s) referenced in the module lessons?
- Will the text be accessed via technology (digital text) or will students have print copies of the text?
- How will you deliver instruction - synchronously, asynchronously, off-tech?
- What technology is available for student use? For the teacher to use? (see Additional Suggestions below)
- Do all students have access to the internet?
- Do all students have devices? Do all teachers have devices?
- What learning platform or software solution will you use for students?
- What support will teachers need? (technology support, technology training)
- Who will be your technology point person to troubleshoot issues (such as wifi connection, lost student work, communications, emails, etc.)?
- What is the mechanism for teacher feedback and troubleshooting of challenges?
Student Engagement
- When will students engage online?
- What overall expectations do you have on the amount of time students will engage in learning?
- Will the school/district provide a structured schedule?
- How will students interact with teachers online? With each other online?
- Breakout rooms? Padlet? Polling? Discussion board?
- How will teachers efficiently track student work/progress?
- What are the expectations for grading and assessing?
- How will teachers provide feedback for students online? How often?
Additional Considerations for Student Engagement
- If planning to teach virtually using technology, consider using discussion forums, Padlet walls, Voicethread or SeeSaw type activities as ways to promote student interaction.
- Determine the feedback platform and timing. Students respond best to quick feedback loops in virtual environments where they rely on your voice or written feedback and may not be able to "read" your body language or teacher presence or your tone.
Step 1: Read the Module Overview to understand the Four T’s
- Topic in which students will be engaged
- Targets or standards addressed in the module
- Tasks students are asked to complete
- Text - will you use the text from the module or a text aligned to the topic? (The module lessons use complex, rigorous text intended for use in a face-to-face setting. Consider other possible texts aligned to the topic of the module.)
Step 2: Identify the priority standards and tasks
- Analyze the Unit-at-a-Glance to determine the arc of the lessons
- Determine which targets (standards) and tasks you will highlight
- Review the curriculum map - what standards have not been taught and will be new learning? What could be reinforced?
- Review the arc of lessons and daily lessons to determine the progression of the lesson toward the standard. What are students learning and demonstrating?
- Determine synchronous or asynchronous learning strategies for engagement or a blend of the two. Where in the lesson do students engage with each other and with the teacher? How is that engagement happening?
Step 3: Modifications based on Read, Think, Talk, Write
(See Reading Guides)
- Determine what students will read - will they access the entire text or select excerpts?
- What will students focus their thinking on as they read?
- How will students talk? What and how will they discuss in a virtual space?
- What will students write?