Charles Yarbrough with Lynchburg provided this link to their web site created to support teachers moving to blended learning. It is full of great resources, mainly for teachers but a few for students too!

Multi-sensory Explicit Phonics for Tier 3 Reading Invention provides a fully scripted reading program, assessment tools, scope and sequence, teacher and student instructional materials and embedded professional learning through an overview and modeling, all in one. It is based in Orton-Gillingham and Direct Instruction methodologies and contains additional components of phonological awareness (Heggerty) and visualization during phoneme-grapheme mapping and connecting concepts to semantic networks.

Standards of Learning
The student will use short vowel sounds to decode and spell one-syllable words. (ELA.1.10.4)

The student will segment one-syllable words into individual phonemes. (ELA.1.11.4)
I Can Statement(s)

I can segment one-syllable words and identify the medial vowel sound.

Students will construct an information network for a new town using train tracks. This will provide an opportunity for students to learn what a network is through a visual representation using a train and train tracks.

Donovan O'Brien of Culpeper provides this video recording of the second part of a lesson on the Blended and Remote Learning Models, which covers expectations.

Donovan O'Brien of Culpeper provides this video recording of the first part of a lesson on the Blended and Remote Learning Models, which covers expectations.

In this webinar we will discuss the Creative Process strand in the Music standards and share ideas on implementation in the elementary general music room. We will explore adapting current best practices in order to make conscious the inherent elements of the creative process. We will examine new methods of adding elements of the creative process into the classroom, through virtual, blended, and in-person instruction practices.

During this activity, students will read s blend words, document the different blends they encounter, and graph the results.This is a practice in reading consonant blends, using tally marks for counting/documenting data, and graphing to represent that data.

This lesson includes two versions: 1. Blended Learning in person instruction and 2. remote learning for virtual teaching.The lesson focuses on solving equations that require simplifying each side by combining like terms. In the lesson the students will do a review activity of simplifying expressions by combining like terms then are posed with a problem of the day that requires that skill to solve a multi-step equation. The lesson provides questions to lead discussion and how to help guide students during their learning process. There is a blend of individual practice and partner work for collaboration. In the remote setting, the collaboration piece is a self checking activity of them practicing the new skill. It allows an opportunity for students to share their thought processes and reflection.It would be a great lesson after two step equations have been taught and starting multi-step equations involving combining like terms. Activities: 1. Review of combining like terms online practice and video 2. problem of the day 3. video lesson on new topic 4. around the room collaboration/virtual self checking around the room. 5. Reflection/Summary students summarize their understanding using vocaroo 6. apply new skill to solve problem of the day 7. Challenge question apply new skill to an application problem.

PowerPoint presentation from the 2/5/22 Blended Learning conference from Virtual Virginia.  The focus in on finding new things on #GoOpenVA to help you in your own growth and in engaging your students.

Standards of Learning

The student will blend and segment multisyllabic words at the syllable letter. (ELA.1.11.6)
I Can Statement(s)

I can blend and segment multisyllabic words.

This is a VDOE recorded webinar, Virtual and Blended Learning Best Practices for EL Teachers, recorded on September 14, 2020.

This resource is a remix of https://goopenva.org/courses/the-water-cycle-game. The water cycle game helps you learn how water molecules move through various places including rivers, the ocean, the earth’s surface, the atmosphere, and clouds. Actions such as evaporation, runoff, condensation, precipitation, soil absorption, and groundwater expansion move water from one zone to another.Modifications: This game can be played in cooperative groups or use as part of a personalized or blended learning playlist. This game has a lot of visuals and would help for those visual learners to better understand the water cycle process. Another modification would be to ask students to write a reflection about the water cycle in their own words and create a vocabulary bank. This encourages literacy in curriculum allowing students to use complete sentences with appropriate grammatical usage. 

This video is part of the Learn and Grow with WHRO TV series. Watch Caroline Doughty teach about long and short vowel sounds.

This video is part of the Learn and Grow with WHRO TV series. Watch Caroline Doughty teach about long and short vowel sounds.

This video is part of the Learn and Grow with WHRO TV series. Watch Caroline Doughty teach about long and short vowel sounds.

This video is part of the Learn and Grow with WHRO TV series. Watch Caroline Doughty teach about long and short vowel sounds.

SOL LA K.3 (d,f,g)
SOL LA 1.3 (b,c,d)

I can break up a word into 3 sounds. I can blend the 3 sounds together to read a word.

First grade students are learning to decode and encode short vowels in CVC words. Fluency Pyramids are an intervention tool used to increase students' reading fluency. The pyramid begins with one word, and a subsequent word is added with each line of text. The text at the bottom of the pyramid contains the entire sentence. After reading, students will find the corresponding picture.
They allow for targeted, direct, and explicit instruction.
You can use them with multiple grade/ability levels.
You can easily differentiate them.
They can cover numerous language skills (phonics, spelling, vocabulary, fluency, and grammar).