Page 6 - Kelsey Hall and Diana Petschauer FLIP HTML5 Plug in

controlled passage includes only previ- ously taught concepts, as well as an em- phasis on the new concept. In the inter- est of building uency with old and new concepts, there should be no more than ve words with novel concepts within the passage. This will decrease the frustration level and build a successful experience for the learner, with the focus being uent and uid reading. The rst read through focuses on error remediation, while the remaining two reads are timed for uen- cy. Asking thoughtful questions regarding the controlled passage post-read is one way to check basic reading comprehen- sion. Asking these questions is important because the purpose of learning to read is to intake and synthesize new informa- tion and ideas, not only decoding words. http://bit.ly/controlled-read
At the completion of a full lesson, any remaining time can be spent reading from a learner’s preferred book, perhaps alternating shared reading responsibili- ties, page by page. Data collected from error analysis and uency timing, as well as any additional notes taken, can aid in assessing whether a learner can move on to a new concept or spend another lesson working on the current concept. These lessons should be prescribed speci c to a learner’s personal needs. The explicit and systematic nature of these lessons is to build, or in some cases, rebuild, a shaky foundation into a strong platform from which learners can con dently launch into the world of skilled, and enjoyable, reading!
WheRe Does techNology fit iN?
The integration of technology into lit- eracy intervention can support a learner’s experience by providing increased en- gagement and novel kinesthetic input. Some instructors and interventionists stray away from technology to supple- ment instruction or intervention because they view it as a game or worry it may end up being a “crutch.” Others may simply not have enough background knowledge with respect to language and reading de- velopment to understand the importance
Video 5 - New Words and Concepts (3 minutes) http://bit.ly/new-words-concept
Video 6 - Phonemic/Morphological Awareness Task (3 minutes) (http://bit.ly/ phonemic-morphological-awareness)
of explicit and systematic instruction. In either case, the use of technology should not be a game or a “crutch” for learners. It should serve a speci c purpose to sup- plement instruction and/or intervention. Technology, by no means, replaces the im- portance of skill acquisition. However, cri- tiquing technology to better understand its usefulness to instruction, as well as its
limitations, is integral to a successful expe- rience for both instruction and learning. Consider the following questions when evaluating a technology tool:
1. What is the concept for the lesson?
2. Does the technology being con- sidered embed this concept into the activities introduced with plen-
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