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Digital Adaptations

2020 has brought an unexpected need to adapt to virtual learning. Like educators around the country, the SERP team  worked quickly to create digital versions of our resources to support teachers and students.

Accessible Student-Friendly Website

Students can directly access serp.link to download and complete lesson activities. Alternatively, in many cases, links to the activities under each lesson posted on serp.link can be copied and pasted into other platforms to share them with your students.

Individual “Fillable” PDFs by Activity

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We divided the student materials into individual PDF files for each activity that could be “filled out” on computers and devices similar to online forms. These PDFs can be completed and saved on most devices, including mobile devices, so long as Acrobat (free) or another PDF viewer is installed. Students can complete these activities and submit them to teachers for grading and feedback through email or a preferred LMS. To access the STARI program's fillable PDFs, go to serp.link.

Mini-Lesson Videos

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We created video versions of a number of mini-lessons. Students can view these videos independently, so that live, synchronous instruction can be reserved for more interactive activities. To access the STARI program's mini-lesson videos, go to serp.link.

Go to serp.link

Video overview of resources on serp.link:

Prioritizing Live Instructional Time

Many teachers have asked us how to prioritize limited live instructional time. Notably, STARI is meant to be a discussion-based curriculum. In fact, our research shows that it is students’ talk about text that builds their comprehension skills. Therefore, we encourage you to try to find any possible opportunities for students to engage in talk about text. Could students connect with their partners virtually, to talk via phone or computer? If you are a parent, could you read the novel yourself and talk about it with your child? If you are a teacher, could you lead online group discussions a couple of times per week? The more students are able to talk about the text, the more improvement in their skills we expect to see. 

Of course, you will have to figure out what works for you and your students in your specific setting. But we have some general recommendations about which components of the curriculum we recommend should be done live (virtually or in person), and which may be completed asynchronously. We have also offered suggestions about apps you may wish to use for each component (although you should feel free to use any other apps you may be familiar with).

Here are our recommendations about how live instructional time should be prioritized:

  • Priority #1: Guided reading

    In guided reading, students build comprehension skills through teacher-led discussion. There are no workbook pages to support students with guided reading, only discussion questions in the teacher lesson plans. 


    Guided reading begins about halfway through the unit, when students start reading the novel. That means that during the first half of the unit, you can use live instructional time to teach and practice routines (e.g., the fluency routine) that students will need to do independently/asynchronously once guided reading begins.


    If you have no live instructional time with your students, we suggest that you select 1-2 questions from each guided reading lesson for students to answer in writing or via video. We recommend using a platform that allows students to respond to one another, as well as sharing their answers with the teacher (e.g., Flipgrid, online discussion board).


    The following apps may be useful:


    Synchronous Guided Reading

    • Zoom
    • Google Meet
    • Microsoft Teams
    • Band (Teacher can start live stream within the application; students attending remotely may type their responses into comments section.)

    Asynchronous Guided Reading

    • Flipgrid (Would only allow participants to watch previously recorded peer responses and respond to comments individually.)

    See also:

    Guided Reading for STARI Distance Learning (PDF)

    Remote Guided Reading Intro and Sample Lesson (45 min video)

  • Priority #2: Partner reading

    In partner reading, students build comprehension skills by discussing text with a partner. Partner reading is meant to serve as a scaffold between teacher-led guided reading and independent reading. Although there are workbook pages to support partner reading, discussing questions—not just answering them in writing—is what builds students’ comprehension. If possible, use a breakout room for each partnership and float among breakout rooms to facilitate discussion or assign partners to work together outside of whole-class synchronous time to complete their assigned work (via phone, Facetime, etc). 


    If it is not possible to conduct partner reading live, select 1-2 questions from each partner reading assignment, and have students share their responses with peers. If possible, use a platform that allows them to respond to one another. 


    The following apps may be useful:


    Synchronous Discussion

    • Zoom
    • Google Meet
    • Microsoft Teams (Teacher may assign students to break out rooms and monitor discussions.)

    Pre-recorded/asynchronous Video Responses

    • Flipgrid (Students may record responses and view and respond to peers’ pre-recorded answers.) 

    Written Responses

    • Adobe Acrobat
    • Kami

  • Priority #3: Fluency

    You will definitely want to teach and practice the fluency routine during synchronous instructional time at the beginning of the school year. Once students know the routine, they should work through the steps with a partner, if possible. Use a breakout room for each partnership and float among breakout rooms to listen to students reading passages and facilitate discussion, or assign partners to work together outside of whole-class synchronous time to complete their assigned work (via phone, Facetime, etc). 


    Students can engage in fluency practice independently, if necessary. They may record themselves reading the passage aloud for one minute and submit the recording to you, along with their written answers to the comprehension and decoding questions. If students complete the fluency routine independently, you may wish to devote some live instructional time to a fluency debrief, where students briefly share and discuss the content of their passages.


    The following apps may be useful:


    Synchronous Discussion

    • Zoom
    • Google Meet
    • Microsoft Teams (Teacher may assign students to break out rooms and monitor fluency routine and discussions.)

    For Pre-recorded/asynchronous Responses

    • Audio Boom (Students may record themselves reading fluency passages.)

    For Written Responses

    • Adobe Acrobat
    • Kami

  • Priority #4: Mini-lessons

    Mini-lessons can be done independently. Students can watch the videos provided and complete the workbook pages on their own, during asynchronous time. 


    The following apps may be useful: 


    For Written Responses:

    • Adobe Acrobat
    • Kami

    For Video Viewing:

    • Links open a Vimeo Player Window
    • Download or embed directly into your LMS (Canvas, Blackboard, Google Classroom)

Resources for Leading Synchronous Virtual Discussions

Many educators have been thrust into online teaching for the first time during this challenging time. We know you are navigating many obstacles as you try to do what is best for your students. For those who are fortunate enough to lead synchronous virtual discussions with your students, you may be asking yourself: How do I do this? Here are some resources that may help:

Intro to Remote Guided Reading and Sample Lesson (45 min video)

Independent Reading Packets

If you or your district is providing printed packets for students to work on independently at home, you may find the independent reading packets below helpful. These packets integrate the sections of the unit novels usually led by the teacher with guided reading. Students may use the packet independently, working at home. 
More about Independent Reading Packets

Considerations for Specific STARI Lessons

Debate:

In each series, there is a debate near the end of Unit 1. The debate will be more engaging and productive if it can be done live, though there are app-based options, as well.


Special cases:

There are a few lessons in each unit that don’t lend themselves to virtual instruction (e.g., the fishbowl structure we use to teach guided reading). We have flagged those lessons for your consideration below. You may need to modify them significantly, or even skip them, given the limitations of remote learning. 

  • Unit 1.1

    Lesson 1: Partner interviews and introductions.

    This is a “getting to know you” lesson designed to build classroom culture and camaraderie. If possible, you could teach this lesson as a live, synchronous, virtual activity. Otherwise, you may ask students to record brief introductions of themselves via Flipgrid or a similar app, or substitute a different culture-building activity more conducive to virtual learning.


    Book preview.

    Conducting this activity virtually would be challenging, and you may wish to skip it. If you wish to conduct the activity virtually, you could consider sharing summaries of unit texts. 


    Lesson 4: Partner commitments.

    In this activity, students make commitments to their fluency partners. If you are not having students work in pairs for the fluency routine, you could skip the activity. Alternatively, you could have students engage in the activity using Google Meet/Microsoft Teams/Zoom with a breakout room for each partnership. 


    Lesson 18: Review partner commitments.

    In this activity, students review and reflect on their commitments to their partners. If you are not having students work in pairs for partner reading, you could skip the activity. Alternatively, you could have students engage in the activity using Google Meet/Microsoft Teams/Zoom with a breakout room for each partnership. 


    Lesson 19: What does guided reading look like?/Fishbowl guided reading/Debrief the fishbowl.

    This lesson was written to teach students the guided reading procedure used during in-person instruction. You will need to modify the lesson to teach students procedures and expectations for conducting guided reading virtually. 

  • Unit 2.1

    Lesson 1: Partner interviews and introductions.

    This is a “getting to know you” lesson designed to build classroom culture and camaraderie. If possible, you could teach this lesson as a live, synchronous, virtual activity. Otherwise, you may ask students to record brief introductions of themselves via Flipgrid or a similar app, or substitute a different culture-building activity more conducive to virtual learning.


    Lesson 2: Book preview. 

    Conducting this activity virtually would be challenging, and you may wish to skip it. If you wish to conduct the activity virtually, you could consider sharing summaries of unit texts.


    Bearing witness photo activity. 

    This activity is meant to introduce a unit theme. In this lesson, you model reflecting on a photo. Then, each partnership receives a different photo to describe and reflect on. If you choose to teach this lesson virtually, you could deliver this lesson (live or prerecorded) and then assign each student a photo to respond to via video or in writing.


    Lesson 6: Partner commitments.

    In this activity, students make commitments to their fluency partners. If you are not having students work in pairs for the fluency routine, you could skip the activity. Alternatively, you could have students engage in the activity using Google Meet/Microsoft Teams/Zoom with a breakout room for each partnership. 


    Lesson 19: What does guided reading look like?/Fishbowl guided reading/Debrief the fishbowl. 

    This lesson was written to teach students the guided reading procedure used during in-person instruction. You will need to modify the lesson to teach students procedures and expectations for conducting guided reading virtually. 


    Lesson 20: Review partner commitments.

    In this activity, students review and reflect on their commitments to their partners. If you are not having students work in pairs for partner reading, you could skip the activity. Alternatively, you could have students engage in the activity using Google Meet/Microsoft Teams/Zoom with a breakout room for each partnership. 

  • Unit 3.1

    Lesson 1: 

    Book preview.

    Conducting this activity virtually would be challenging, and you may wish to skip it. If you wish to conduct the activity virtually, you could consider sharing summaries of unit texts. 

    Partner interviews. 

    This is a “getting to know you” lesson designed to build classroom culture and camaraderie. If possible, you could teach this lesson as a live, synchronous, virtual activity. Otherwise, you may ask students to record brief introductions of themselves via Flipgrid or a similar app, or substitute a different culture-building activity more conducive to virtual learning.


    Lesson 2: Partner introductions.

    This extends Lesson 1’s culture-building activity by asking students to introduce their partners to the class. If you taught Lesson 1 live, you could conduct this follow-up activity live, as well.


    Lesson 7: Partner commitments.

    In this activity, students make commitments to their fluency partners. If you are not having students work in pairs for the fluency routine, you could skip the activity. Alternatively, you could have students engage in the activity using Google Meet/Microsoft Teams/Zoom with a breakout room for each partnership. 


    Lesson 15: What does guided reading look like?/Fishbowl guided reading/Debrief the fishbowl.

    This lesson was written to teach students the guided reading procedure used during in-person instruction. You will need to modify the lesson to teach students procedures and expectations for conducting guided reading virtually. 


    Lesson 26: Debate.

    In this mini-debate, students take a position and work in teams to gather evidence from the text to support their position. Then each team presents their argument. Ideally, you can do this during live, synchronous instruction. You can use a breakout room for each team to prepare their argument, then come back together to share out. Alternatively, you may choose to conduct an online, asynchronous debate, using a platform like kialo-edu.com

Development of STARI was led by Lowry Hemphill (Wheelock College) through a SERP collaboration with Harvard University and four Massachusetts school districts. The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305F100026 to the Strategic Education Research Partnership as part of the Reading for Understanding Research Initiative. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.

The STARI Team
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