Six secondary students identified with dyslexia are about thirty minutes into their daily scheduled session. Each one is seated at a desk with their own device in a small group setting.
The teacher has access to a laptop nearby and has the flexibility of providing instruction and monitoring student work simultaneously. The students are using their knowledge of syllabication to effortlessly decode and read, using the diacritical tools for support as needed. Data from this practice is recorded into each student’s reading progress report, found in their individual profile page. The teacher has the ability to differentiate and scaffold instruction according to the students’ needs. The teacher continues to progress through the lesson cycle from the previously selected activities. Adjustments are made as needed and transitions between activities are seamless, with no time loss organizing and distributing materials. The card decks remain organized throughout the instructional process.
At the end of the lesson, the teacher reviews the concepts taught that day, and finalizes the session notes by adding pertinent observations of her students.
