AmyHutchinson & Lindsey Woodard (2014). A Planning Cycle ForIntegrating Digital Technology Into Literacy Instruction. The ReadingTeacher Vol 67, Issue 6, 455-464
Withthe acceptance and implementation of the CCSS (Common Core StateStandards) by several states of the United States, the usage ofdigital devices in language arts and literacy instruction or teachinghas become of vital importance to the teachers. These alterationscreate a necessity for a better comprehension of how language artsand literacy educators can effectively incorporate digital devicesinto their teaching and the kinds of knowledge or understanding theyuse as they do that (Hutchinson& Woodard, 2014).Therefore, the basis of this paper is to stage the TIPC (TechnologyIntegration Planning Cycle) for Language Arts and Literacy to backthe teachers with incorporating technology into the literacyteaching. The instructional cycle pinpoints seven criticalcomponents, which influence the instructional planning of literacyteachers involving the failure and success of the resultant classroomteaching as well as digital technology (Hutchinson& Woodard, 2014).A class instance is offered within the article to show the process ofinstructional planning.
DonaldJ. Richgels (2013). Talk, Write, And Read: A Method for SamplingEmergent Literacy Skills. The Reading Teacher Vol 66, Issue 5,380-389
Followinga social-interactive perspective of literacy growth, this articledescribes a methodology or technique, TWR (Talk, Write, and Read),which bonds the three related and crucial language processes withinits title (Richgels,2013).In adult-and-child, one-on-one interactions, TWR entail children intalk regarding an image book, the rereading of the volume, andspelling of the target family phrases within the book. Severalexamples are presented of kindergarten and preschool performanceswith an image book with text and in wordless versions, From Far Awayand Up Close, explicitly written for Talk, Write, and Read. TWR bearsinformation about the vocabularies, finger-point reading, and wordawareness of children. As such, the report addresses various learningaspects of learning and the resulting instructional implications. Theexcerpt clearly provides all the necessary materials to use From FarAway and Up Close (Richgels,2013).Overall, through the article, the author shows how to connectliteracy education to the conversations of kindergartners andpreschoolers regarding book illustrations, finger-point reading oftexts, and invented spellings of the target phrases within thedocument.
HutchinsonA. & Woodard L., (2014). A planning cycle for integrating digitaltechnology into literacy instruction. TheReading TeacherVol 67, Issue 6, 455-464
RichgelsD. J., (2013). Talk, write, and read: A method for sampling emergentliteracy skills. TheReading TeacherVol 66, Issue 5, 380-389