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New platforms

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Posted By: Admin on the Fri, January 24, 2014 @ 9:12 am
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iLit will be available on the following platforms for Back to School 2014:

  • Android
  • Windows 8
  • Web Browser
  • iOS

That means Samsung Galaxy, Google Nexus, and Windows Surface tablets can all be used in an iLit classroom, along with many other tablets. And if your district has a Bring Your Own Device program, that’s no problem—iLit supports mixed device classrooms. Look for demos on these platforms in the near future.

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Response to Intervention (RTI) after 3rd Grade

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Posted By: iLit on the Fri, October 11, 2013 @ 5:59 pm
Filed under Assessment / Classroom / Reading

by Sharon Vaughn.

Schools frequently use Response to Intervention (RTI) in the early elementary grades as a framework for determining whether students are making adequate progress in reading and also to identify students who need additional instruction or interventions. The cornerstone of an effective RTI framework at the school level includes: (a) ongoing universal screening to determine whether students are meeting expectations in reading, (b) provision of increasingly more intensive and individualized tiers of intervention to assure that students are both making adequate progress and provided the intervention they need, (c) ongoing progress monitoring to refine interventions and document progress, and (d) use and interpretation of data for effective instructional decisions.

How does the RTI framework change with students after Grade 3?  The first component, ongoing universal screening, may no longer be implemented in the same way after Grade 3 since most schools have ongoing benchmark data about their reading progress that could serve as a screening tool for identifying students with reading difficulties.  This would eliminate the need for another universal screening measure. Students with the most significant reading needs, based on these previously collected benchmarks, would be provided the most intensive interventions (e.g., Tier 3) and those with less significant reading difficulties might be provided with less intensive interventions (e.g., Tier 2).  Progress monitoring may include more traditional measures (e.g., oral reading fluency) but these measures are less sensitive in secondary students and are beneficial when paired with more curriculum-based measures.  Older students may require practices that include a focus on engagement, including providing opportunities to respond with feedback and procedures that allow students to set and document their reading-related goals. 

One of the many ways to positively influence reading outcomes is to assure that all teachers are including instructional practices for supporting reading in their instruction.  Several effective practices for enhancing reading across the content areas that can be integrated into an RTI approach after 3rd grade include:

• Assuring that all content area teachers are providing a structured approach to teaching essential vocabulary every day.  This can include a quick review of key words and their meaning or opportunities for students to identify works that are difficult to understand.
• Providing instructional practices to content area teachers to elaborate on the meaning of key words including use of pictures and diagrams, use of graphic organizers, and word walls.
• Encouraging teachers to provide guiding questions to help students organize their learning and reading around the units of instruction.
• Giving teachers suggestions for encouraging participation and engagement around content learning and reading.
• Providing teachers with organized routines for encouraging text reading every day, even if for only 10 minutes.  These routines can include posing engaging questions prior to reading, asking students to work with a partner to summarize what they read, and asking open-ended questions after reading that encourage discussion about the text.
• Encourage students to read text closely and with an eye for determining the perspective of the author and/or key individuals in the text.


What do you think are effective practices for implementing RTI after 3rd grade?

What ways do all teachers (e.g., social studies, science, and English Language Arts) adjust instruction to assure that effective reading practices are integrated?

What intervention practices are provided for students with reading difficulties in your school?

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Meet Laurie, the Customer Care Manager for the West!

Posted By: iLit on the Tue, September 24, 2013 @ 2:19 pm
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iLit's Customer Care Managers work closely with teachers and administrators to make sure students are getting the most out of iLit. In this post, we'll meet Laurie Mosier, the Customer Care Manager for the Western Region.

Tell us a little bit about yourself.
I’ve taught middle and high school English and I have experience in K-12 education as a demonstration teacher, curriculum specialist, and staff trainer. I currently live in California with my husband and two boys. When I find spare time, I enjoy reading, baseball season, and spending quality time with family and friends.

What kind of a reader were you in high school?
I was a very reluctant reader in school and struggled as a result through my middle and high school years. I could read words on the page but found it difficult to make meaning because I really lacked the skills necessary to access more challenging text. It wasn’t until late in high school that I really started to enjoy reading and take an interest in making connections to stories, characters, and engaging with language and literature in a way that helped me to understand the world around me.

What was your favorite book when you were in high school?
The Great Gatsby was the first book I really enjoyed reading, even though I struggled horribly with the symbolism, metaphors, and vocabulary. I know this sounds cliché, but it’s true…I had an amazing English teacher – Ms. Borkat. And, yes, she was as tough as her name implies! I never did receive a very good grade in her class but I do credit her with helping me to improve my reading comprehension and develop confidence as a reader. To this day, my favorite book is The Great Gatsby. I read it once a year, every year.

Do you read more fiction or nonfiction?
I appreciate all genre of literature, but my “go to” is typically non-fiction or really good historical fiction. I LOVE reading about real people, places, experiences, and all of the struggles, triumphs, pain, and sheer joy – the full range of emotion — that connects us as humans and comes alive through reading.

What's one way technology has changed the way you learn?
Technology allows us to communicate, create, collaborate, and connect with people, places, and experiences both near and far. When I think back to my high school days, I was typing papers on a typewriter, alone in my room, driving to class to hand-deliver it to my teacher. Today, I’m connecting virtually with colleagues, collaborating on shared documents, and publishing work online for the world to see. I couldn’t imagine learning without technology! I think iLit is a perfect example of this type of technology – one that allows us to teach, learn, and experience literacy in a way that is dynamic and engaging.

What's your favorite part of iLit?
The iLit program has so much to offer, but my favorite instructional components include the Read Aloud/Think Aloud (RATA) and the Interactive Journal. Powerful reading intervention and/or literacy development include a combination of reading instruction and opportunities for students to demonstrate their understanding. RATA provides explicit reading instruction facilitated by the teacher, vocabulary taught in context, and plenty of opportunities to reflect, discuss, and write! As a result, students engage core skills, interact with content, and accelerate reading comprehension and achievement.

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Inspire your
Struggling Readers

iLit is a tablet-based reading intervention for students in grades 4-10. It has everything your class needs to gain two years of reading growth in a single year.

“Now I see full engagement for the class period. When I say, time to put the iPads away, they can’t believe the period is over.”

Troy, 9th Grade Teacher

“I've already seen--and the data shows it--our kids moving up multiple levels. Comprehension is growing in both reading and science”

Sue, Principal

“I like the polls my teacher uses in iLit. We answer questions and then see what everyone says. It's more fun answering questions that way.”

Mia, 7th Grade

“The best part is we lose track of time reading and then the bell just rings. We’d rather keep reading iLit on our iPads.”

Lily, 9th Grade

  • Take The Tour

  • Time to Read
    Time to Read, continued
    Time to Read, continued
    Vocabulary
    Vocabulary, continued
    Vocabulary, continued
    Read Aloud, Think Aloud
    Read Aloud, Think Aloud, continued
    Read Aloud, Think Aloud, continued
    Classroom Conversation
    Classroom Conversation, continued
    Whole Group Instruction
    Whole Group Instruction, continued
    Whole Group Instruction, continued
    Work Time
    Work Time, continued
    Work Time, continued
    Work Time, continued
    Work Time, continued
    Next
    Prev
    Ipad Surround
  • Assessment

    Assessment that Serves Instruction
    Diagnose & Measure
    Adapt with Formative Tools
    Benchmark Learning
    Next
    Prev
    Ipad Surround
  • Real World Results

    Real World Results
    Large Urban District, Kansas
    Reading Growth
    Teacher Conferences
    Writing
    Small Urban District in Texas
    Reading Count
    Reading Performance
    Large Urban District, New Jersey
    Language Arts
    Vocabulary
    Writing
    Next
    Prev
    Ipad Surround
  • Focus on Grade Level Texts
    Gradually Increase Independence
    Increase Exposure to Nonfiction
    Measure Progress with Performance Tasks
    Draw Evidence from Texts to Write
    Change the Nature of Classroom Conversation
    Next
    Prev
    Ipad Surround
  • Personalize Literacy Instruction
    Receive the Support You Expect
    Meet Students at their Levels
    Model and Coach
    Build Vocabulary
    Next
    Prev
    Ipad Surround
  • Data And Reporting

    Data and Reporting
    Teacher Performance Dashboard
    Monitor class performance
    Track each student
    Check progress in all skill areas
    District Reporting
    Anytime/Anywhere access from a Mac, PC, or iPad
    Choose your view: comprehensive or granular
    Filter, analyze, and visualize
    Next
    Prev
    Ipad Surround
  • Funding

    For district-wide implementation
    Intervention for at-risk students
    Additional Funding Ideas
    Next
    Prev
    Ipad Surround
  • Professional Development
    Activate Implementation with Fidelity
    Build Capacity
    Next
    Prev
    Ipad Surround
  • Authors

    Kelly Gallagher
    Sharroky Hollie
    Sharon Vaughn
    Roger Bonair-Agard
    Bill Brozo
    Next
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    Ipad Surround
  • The iLit Classroom

    Welcome to the iLit classroom
    Teacher tablet
    Student tablet
    Projector
    Mac Mini hub
    Next
    Prev
    Ipad Surround
  • Inspire Literacy
    iLit Inspire Me
    How iLit Works
    The Need to Read
    Next
    Prev
    Ipad Surround