V.

Literate Environment

International Literacy International Dyslexia Association Course/Artifact

Association

ILA Standard 5: Learners and IDA Standard 4: Structured Artifact #7

the Literacy Environment Literacy Instruction A – G SPED 637
Tools of Tech Demo

Synthesis of Assessment Standards

The ILA standard 5 is about the literacy environment. The developmental needs of the learners
means using a variety of digital and print materials, integrating digital technologies in safe and
effective ways, fostering positive climates that supports a literacy-rich learning environment. A leader
guides and facilitates opportunities for teachers’ use of a variety of digital material to optimize student
choice and support school goals.
The IDA standard 4 is about the structure of literacy instruction. Leaders take into
consideration for the role of vocabulary development and vocabulary knowledge in oral and written
language comprehension, the sources of wide differences in students’ vocabularies, the role and
characteristics of indirect (contextual) methods of vocabulary instruction, considerations for research-
based principles for teaching written spelling and punctuation, considerations for the appropriate uses
of assistive technology in written expression, and the utility of print and online resources for obtaining
information about languages other than English.
The ILA standard 5 and IDA standard 4 is about integrating different technologies into the
learning process and the assessment stage. Understanding that there is not only one way a learner can
learn or show their understanding of a concept. Often times technology can assist with and enhance
the teaching and discussion or activities in the class. Digital technologies can also be mobile and
students themselves can manipulate them and use them to move around and actively and physically
engage with their learning.
The differences between IDA standard 4 and ILA standard 5 is about classroom environment
and the instruction in classrooms. ILA standard 5 is the literacy environment within the walls of
classrooms. It focuses on and providing opportunities for students to engage with text. IDA standard 5
is a focus and emphasis on the curriculum within the classroom. This would include all supplemental
programs that go with the core school curriculum as well as newer technologies.
As a literacy leader I would spend much of my time in the classroom helping to assist with
facilitating the learning. For the classroom curriculum it would require me to research new
technologies that can be used to enhance core curriculum. I would spend much of my time outside of
the classroom researching and collecting data to figure out which technologies the school should be
using. For the classroom environment within the classroom I would help the classroom teacher set up
the visuals around the room, set up class libraries, and school resources for student use. I would help
teach younger students how to function at a small group working independently. Outside of the
classroom to assist with setting up the environment I would be gathering materials and creating areas
where extra manipulatives and resources could be found for each grade level.

Evidence of Application

Learners and the Literacy Environment (ILA 5).

 My 7th artifact is a good example of ILA standard 5 because it showcases two tools of
technology that engage the learners and enhances the learning that is very different to using a textbook
or a worksheet. Our project was to share with our peers in the class to share modern technologies that
enhance learning. We had to explain what kind of technology it is and how it enhances the learning;
what makes it special. The first technological tool is a QRCode. A QRCode is a barcode that sends the
learner to a specific page on the internet or page you want the students to be on. This is nice for the
teacher because there is no worry the students will end up at a site you don’t want them on. Obviously
teachers still have to roam and monitor the class as they work. But, the teacher can use the code for
any type of lesson. You can use it for vocabulary definitions, to research, specific youtube videos you
want students to access. In my presentation I have a pros and cons list for each tech device I explain.
This artifact is safe and effective, supports a literature rich environment, and gives opportunities for
students to have a lot of autonomy. It is a guide and can free up the teacher to be the facilitator after
the explicit instruction and or part of the research for the anticipated discussion or project or next step
of a longer lesson.
The second technology I share about is Mystery Skype. This connects students to other
classrooms around the world. Each classroom, every month skypes with another classroom from
somewhere in the world or in the US. It teaches geography and social studies. It can help students
become globally aware of where and who they represent around the world. It fosters critical thinking
and problem solving skills because students are tasked with clues as to the location of where each next
school Skype is going to connect them to. The students figure out where the students are going to be
connecting and get questions ready to pose to the next classroom. This technology, like the previous
one fosters high engagement and student autonomy. It encourages literacy and print rich environments.
Students have to use tools around them; whether it be other books, maps, globes, land and world
feature books and information to solve the clues.

Structured Literacy Instruction (IDA 4: A–G).

The part of IDA standard 4 that I chose to focus on with this artifact 7 primarily is about
vocabulary, technology, and enhancement to the learning environment. It is important that the literacy
leader understands that part of IDA 4 is about the role of vocabulary development and vocabulary
knowledge in oral and written language comprehension. Using both the QRCodes and Mystery Skype
can be used in small groups or individually. The QRCodes could be scaffholded to be more or less
academically challenging. Not every QRCode in the lesson can take the reader to the same site.
Students can practice going to more or less rigorous websites with a lot or specific information. Each
student can be successful based in their zone of proximal learning. If its a group project the students
can work and learn from one another. Similarly to using Mystery Skype often the set up stages of using
these technologies is what sets it apart from being successful or unsuccessful. As a literacy leader
assisting in setting up the classrooms for success would be mostly helping with the prep after the
research stage was over.
The use of the QRCode for example can be assigned to send a lower reader to a sight with
information they can access because it is on their level. However, another student can be linked to a
more complex article or video where the information is at their academic level. This tool can ensure
that all students are engaged in their learning. It also is very time consuming and is a great tool for a
literacy leader to assist in setting up for the classroom teachers or to help get some sites ready for
teachers depending on what units of study they are teaching. The QRCodes can be used individually or
in a small group where students come together with different pieces of information from different
sources. Mystery Skype as stated earlier can also be used independently or individually. These tools
enhance the learning environment within the classroom and emphasize literature and print rich
environments.