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Implementing Foundational Literacy Best Practices Through Blending Print and Online Resources

The key to teaching students to read is individualized, targeted instruction using both print and digital texts. This session will focus on best practices for blending print and digital resources within foundational literacy lesson design. The resource shared will be part of a new foundational literacy PreK–3 adaptive solution with lesson plans, printable resources, activities, and 110 interactive phonics titles supporting students’ literacy growth. This resource provides a personalized experience, combined with educator tools, and audio supports to promote and track the successful acquisition of key reading skills using 2,400 high-interest, engaging fiction and nonfiction titles. This resource delivers actionable data around Vermont’s ELA standards for teachers to create personalized learning paths for every student. The process of pinpointing and then rectifying reading deficiencies is streamlined here like in no other product. Using gamification to reward reading progress creates incentives that engage students while providing teachers a meaningful tool for imposing boundaries. Participants will explore this adaptive platform with printable resources that support small-group, whole-class, and individualized practice to personalize each student’s experience. Evidence of success from several elementary schools will be shared.The key to teaching students to read is individualized targeted instruction with the use of both print and digital texts. Evidence of success from several elementary schools will be shared.

Jeff Rothenberger is your local educational consultant for Rosen Classroom. He has been a conference and workshop presenter at a variety of national and state conferences such as ISTE, NAMTC, iNacol, PETE&C, PADLA, PASA/PSBA, AESA, and CUE. He is a retired adjunct faculty member for instructional technology grad courses at Wilkes University and Harrisburg University. He formerly worked as an Administrator in the Office of Professional Development and Curriculum for PA Intermediate Unit Service Agencies, where he provided instructional technology professional development to districts across the state of PA; twenty-two years of classroom experience; two years as a Technology Integration Specialist, K-12; and eight years as the Secondary Technology Coordinator for Curriculum and Instruction for a PA district. He also serves in a leadership role with national and state level organizations.

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