Create asynchronous content
Planning
Note: Pre- and during-reading routines, taught synchronously, should precede these post-reading routines to promote comprehension.
You will create asynchronous activities that engage students in post-reading routines that must first be taught synchronously. Once the teacher is confident that the majority of the students are prepared to perform the routine asynchronously, the responsibility for doing so can be released to the students. Students who are not yet prepared to perform the routine asynchronously should be scheduled to work with the teacher synchronously. The features of your school’s LMS should be used as you design the instruction.
The links below provide instructions for four research-based, post-reading routines, implemented synchronously. As you study the instructions, reflect on which aspects of the routines can best be adapted for asynchronous instruction.
QAR (Question-Answer Relationships
Exit Slips
Story Maps
- Reading Rockets (elementary)
- Reading Rockets (elementary)
- Module 5A: Bringing Good Teaching Principles into the Online Setting (clips 1-3)
- Module 2C: Three Pillars of Engagement – Andrew O’Berg (clips 1-5)
Somebody/Wanted/But/So
Refer to Resources to Orient Candidates to Virtual Instruction at the end of this chart.
Educational Impact videos as resources
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