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ERIC Number: EJ774535
Record Type: Journal
Publication Date: 2007-Sep
Pages: 3
Abstractor: Author
Reference Count: 7
ISSN: ISSN-0034-0561
Exploring a Literacy Website that Works:
Anderson, Rebecca S.; Balajthy, Ernest
Reading Teacher, v61 n1 p94-96 Sep 2007
While it is easy to find lesson plans on the Internet, the quality of plans and the formats in which they are written vary considerably, and the process of sifting through the chaff in order to find the wheat can be time-consuming and discouraging. To address these concerns the authors of this Technology in Literacy column introduce The International Reading Association (IRA), the National Council of Teachers of English (NCTE), and a consortium of other organizations developed the site, which provides lessons in reading and writing, as well as many other interactive features that provide unique supports for teachers: (1) Lessons are written and reviewed by literacy educators. Lessons are carefully screened and edited to save teachers from wasting time with poorly prepared materials; (2) Lessons are linked to other lessons in the collection with related objectives, activities, or themes, to help teachers develop focused units of study; (3) Lessons are offered in a level of detail that far surpasses the lesson plans provided at most other educational sites; (4) Lessons include many online activities and resources that can be accessed easily to save teachers from spending time in looking for necessary materials; (5) Resource links are provided in the body of the lesson, as well as in a sidebar accompanying the lesson; (6) Links to sites offering further information and resources are kept up-to-date; and (7) Lessons are aligned to the IRA/NCTE Standards for the English Language Arts. (Contains 1 figure.)
International Reading Association. 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323; Fax: 302-731-1057; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A