Cart

  • Home
  • At School
  • At Home
  • Training
  • Shop
  • Downloads
  • Blog
  • Remote Learning

Remote Learning Guidance - Grade One

How to Deliver Daily Instruction in Remote or Hybrid Teaching Environments

The coronavirus pandemic means that schools are having to reimagine instruction for the 2020-2021 school year. Many schools are delivering part or all their instruction virtually. We want to help ensure that students continue to receive the high quality literacy instruction. We have created sample videos and a template that adjust the standard Letterland lessons for a virtual environment. Instruction has been divided into two main types, live and self-paced. Every lesson should contain both types.

icon independent G1

Whole Group - Live Instruction (10-15 mins daily)

icon independent G1

Independent Practice (15-30 mins daily)

icon independent G1

Small Group - Live or Recorded Instruction (10-30 mins as needed)

5 Day Unit Plan at-a-glance

Physical Resources

*Notes on Sharing Material:

You can share TGTR resources with your students on a platform such as Google Classroom/Seesaw. You can also make your own videos to share within your school - but not on public platforms. Please observe all copyright regulations. If in doubt, please contact [email protected].

 

2020 @dcwmains Twitter 1

What do I need?

Introduction to Remote Learning

  • Set-up ideas
  • How to teach remotely
  • Resources - how to access them
  • Phonics Online - what's included to make your life easier!

Day 1 (Unit 11)

icon independent G1

Whole Group - Live Instruction (10-15 mins daily)

Introduce the Concept
Use a video conferencing tool (e.g. Zoom, Webex) and/or a document camera to introduce the unit focusing on the following 3 elements:

  • Phonic Concept Review
  • Introduce the Concept
  • Building Words for Reading
icon independent G1

Independent Practice (15-30 mins daily)

icon independent G1

Small Group - Live or Recorded Instruction (10-30 mins as needed)

Read the Student List
Download the 'Student List’ from the Phonics Online Teacher Resources and the Unit Activity Instructions which can be shared with students so they can practice independently. Students should read the circled sections from left to right, top to bottom both to themselves and to a learning helper.

 

Read the Review Sentences
Download the 'Review Sentences’ from the Phonics Online Teacher Resources and the Unit Activity Instructions which can be shared with students so they can practice independently. These sentences are from previous units and should be easier for students. Students need to read the set of sentences that you have chosen. They need to read the sentences to themselves, checking for expression. Tell them to read like an author. When they are ready, direct students to record themselves reading in their best author’s voice and submit it to you via your district’s digital platform.

Teacher Builds Words for Reading
Use a video conferencing tool (e.g. Zoom, Webex) and/or a document camera to build 3-5 words with students using the same steps used in the Whole Group Live Instruction. Choose words that match the needs of the students in the group. This could mean pulling words from the Kindergarten curriculum for struggling students. Then, introduce the Tricky Words following the directions in the Grade One Teacher’s Guide.

G1 Unit 11 Student List (1)
G1 Unit 11 Review Sentences (1)

Day 2 (Unit 11)

icon independent G1

Whole Group - Live Instruction (10-15 mins daily)

Practice the Concept in Spelling
Use a videoconferencing tool (e.g. Zoom, Webex) and/or a document camera to practice the unit concept. Focus on the following 3 elements:

  • Quick Dash - say the character, sound and letter name with students to ensure a correct model if you can’t hear their response. Use the Phonics Online Cards Tool where every Quick Dash Unit is pre-programed.
  • Building Words for Spelling - build approximately 5 words. You can also use the Phonics Online Cards Tool Word Building feature with pre-programmed cards to build and blend words.
  • Word Detectives - do a couple of words with the students. The rest can be finished independently if time is short.
icon independent G1

Independent Practice (15-30 mins daily)

icon independent G1

Small Group - Live or Recorded Instruction (10-30 mins as needed)

Sounds Race
Create a card stack and upload to your district’s digital platform. Direct students to go through the stack until they think they have them all correct. You can ask them to record themselves for one round. (Ideally want this to be Phonics Online QD)

Finish Word Detectives

Upload the 'Word Detectives' page from the Phonics Online Teacher Resources to your district's digital platform and direct students to mark up any remaining words. Then, they should submit their finished work to you.

Children Build Words for Spelling
Use a video conferencing tool (e.g. Zoom, Webex) and/or a document camera to have students build 3-5 words using the same steps used in the Live Instruction. Choose words that match the needs of the students in the group. Then, review approximately 5 Tricky Words. Teachers will need to call on individual students to read the cards using the Constant Time Delay process while the others follow along on their list.

G1 Unit 11 Word Detectives (1)

Read more of the Review Sentences.

Students can read more of the Review Sentences to themselves. Find Review Sentences in the Teacher Resources on Phonics Online. When they are ready, they could record themselves reading in their best author's voice to submit to you via your district's digital platform.

Day 3 (Unit 11)

icon independent G1

Whole Group - Live Instruction (10-15 mins daily)

Guess Who?
Follow the directions in the Grade One Teacher’s Guide, but write the letters on a whiteboard like the children instead of using the Picture Code Cards. Use this time to come up with examples, discuss related spelling rules or other grammar issues.

icon independent G1

Independent Practice (15-30 mins daily)

icon independent G1

Small Group - Live or Recorded Instruction (10-30 mins as needed)

Unit Story
Model reading all or a selection of the unit ‘Reader’s Theatre’ play. Guide the students through a discussion of the text using either the ‘Story Map’ or the ‘KWL strategy’ (pages 305-306). They can be finished as part of independent practice if needed. The ‘Story Stone’ strategy (p. 303) is an excellent tool for managing virtual discussions.

Written Word Sort
Download the 'Written Word Sort’ from the Phonics Online Teacher Resources and the Unit Activity Instructions which can be shared with students so they can practice independently. Then direct students to use their ‘Student List’ to sort and correctly write all of the List A and Tricky Words under the correct headers. The finished product can be turned in as progress monitoring data.

Read the Unit Story/Decodable Text
Assign a decodable text for students to read independently. Choose either the Unit Story, a story from one of the Phonics Readers or other appropriate decodable text.

Dictation of Tricky Words and Review Sentences
Use a video conferencing tool (e.g. Zoom, Webex) and/or a document camera to record yourself dictating 2-5 Tricky Words and 1-2 Review Sentences to students. Alternately, you could upload an audio recording of the same thing to your district’s digital platform. Make sure students know to try spelling the items on their own and that they submit the final product to you. Afterwards, you can assign decodable text reading practice using either a ‘Unit Story’, a Phonics Reader or other appropriate decodable text.

G1 Unit 11 Written Word Sort (1)
TE20 Phonics Readers 2b (1)

Day 4 (Unit 11)

icon independent G1

Whole Group - Live Instruction (10-15 mins daily)

Quick Dash
Follow the directions in the Grade One Teacher’s Guide, but focus only on the new concept and any problematic letter-sounds in the deck. Review all sounds in ‘Sounds Race’. Teachers can either run through the deck during this time or do it as an independent practice activity like Day 2. You can use the Phonics Online Cards Tool to play pre-programed Quick Dash units.

icon independent G1

Independent Practice (15-30 mins daily)

icon independent G1

Small Group - Live or Recorded Instruction (10-30 mins as needed)

Red Robot's Reading Race
Make sure all students have their copy of the ‘Student List’ and direct them to read the page as indicated in the Grade One Teacher’s Guide.

Spelling Sort
Using the same ‘Written Word Sort’ page, direct students to write the word correctly under the correct heading as you dictate them. The recording can be uploaded to your district’s digital platform so students can stop and start as needed.

Write 5 Interesting Sentences
Using the directions in the Grade One Teacher’s Guide, direct students to write 5 sentences using at least one list word in each. Encourage them to use rich detail. This can be a great writing extension activity.

Share Sentences and Read Decodable Text
Use a video conferencing tool (e.g. Zoom, Webex) and/or a document camera to review the sentences with your students and help them add greater detail and/or correct spelling errors. Afterwards, assign an appropriate decodable text to either read or reread. If rereading, give students a new purpose for reading a specific phonic elements to find.

G1 Unit 11 Written Word Sort (1)

Day 5 (Unit 11)

icon independent G1

Whole Group - Live Instruction (10-15 mins daily)

Assessment

Follow your district’s guidelines regarding assessment in a remote learning environment in both the administration and/or the tool to use. If no guidelines have been given, we have given some suggestions below.

  • The Fluency Check can be done one-to-one in a video call with the teacher listening to the student read the words. Alternately, a learning helper can listen to the child read within the time limit and send the results to the teacher. Finally, students can record themselves reading the words, in an untimed environment and submit the recording to you. The focus would be on accuracy, rather than fluency in this scenario.

  • The Spelling Test can be given to the entire class using a video conferencing tool and clear communication protocols. Alternatively, it can be given to small groups of students which may be easier to manage. Finally, you can record yourself reading the spelling items and students take the test independently on their own time and turn in the finished product.

icon independent G1

Independent Practice (15-30 mins daily)

icon independent G1

Small Group - Live or Recorded Instruction (10-30 mins as needed)

Independent practice on this day should be light and fun. Encourage students to do one or more of the following:

Read Decodable Text and Fun Extensions
Keep practice light. Reread appropriate decodable text and encourage students to play a game on Phonics Online.

Fishing with Firefighter Fred 1 (1)

Additional Practice Opportunities (Unit 11)

Phonics Practice

  • If I can spell…
    • Extension Idea 1 - Mark up words in list.
    • Extension Idea 2 - Make a semantic web of words created and illustrate their meanings. Discuss any grammatical or semantic relationships the words may have.
  • Write words and sentences from the unit Student List and then read to a partner.
  • Mark up the unit Student List or the Review Sentences focusing on a new or difficult concept.
  • Look-Say-Cover-Write
  • Play a Game-of-the-Week with a partner.
  • Illustrate or picture code new letters, digraphs or words.
  • Mark up current concepts in words from other decodable text for more challenge.
  • Play games from Phonics Online.
  • Build words using the Little Letter Cards.
  • Use student center activities from the Florida Center for Reading Research for additional phonics and phonemic awareness practice.
  • Give students a writing prompt using concept words as part of a word bank.

Tricky Words Practice

Fluency Practice

  • Rainbow or Pyramid write Tricky Words
  • Create looping powerpoints for individual practice or use a tool like Miro Jamboard.
  • Read the Student List, the Unit Story or song lyrics with a partner.

  • Listen or read-along to the Phonics Readers.

  • Read decodable text from other publishers. Make sure to align them to the Letterland unit currently on.