Supercharge Your Reading Instruction with iPads

Supercharge Your Elementary Literacy

Instruction with iPadsBillie Rengo, Patricia Bergman, Nancy

Daniels, Julie Erickson, Nell Polzine

Thank you...

Katie Coppenbarger- Principal of the Grantsburg Elementary School

Nearpod

Mike Henderson-Grantsburg School District IT

About us...

Grantsburg Elementary School

170 students

48% eligible for free and reduced lunch

5 student iPads per class and 1 teacher iPad

Technology is Today's Reality

http:/:Animoto Video

Image credit:http://www.istockalypse.com

Essential Questions

Boys historically have more office referrals

Decreased student engagement

Will the introduction of iPads result in increased time-on-task and less office referrals?

Which demographic group will experience the greatest benefits?

"We already knew that kids learned computer tech more easily than adults. It

is as if children were waiting all these centuries for someone to invent their

native language." Jaron Lanier

Balanced Literacy

Shared Reading

Guided Reading

Independent Reading

Interactive Writing

Independent Writing

(Fountas & Pinnell, 1996)

Gradual Release Model

Teacher model

Shared demonstration

Guided practice

Independent practice

Start with baby steps!

Introduce writing on the iPad with poetry

(Routman, 2003)

Best Practice Independent Literacy

Activities90 minutes of reading recommended in addition to instruction time (Allington,2001)

Independent reading

Writing

Word work/spelling

Buddy reading

Listening to reading(Boushey & Moser, 2006; Fountas & Pinnell, 1996,

Routman, 2003)

Independent Reading

20-30 min. grades 1 and 2, 40 min. grade 3 and above (Routman, 2003)

Reading Comprehension 1

ebudpub.com

WritingDigital portfolios

Blogs

E-pubs

PDF annotations (graphic organizers)

Flexibility to customize learning based on curriculum objectives

Highly engaging

Outlet for student creativity

Tool for assessment

Facilitates reading comprehension

Writing About Reading

(Miller, 2002; Routman, 2003)

Vincent's Blog

ToonTastic

Students create their own digital animations!

They incorporate story elements and can create their own characters.

Animations can be uploaded to "ToonTube" and shared with parents.

"Dun Dun Dun" personal narrative example

"Charlie and the Chocolate Factory" example

A Digital Portfolio Example

"Teachers need to stop saying, 'Hand it in,' and start saying 'Publish it'

instead."Alan November

Keynote

Format to publish student work

Non-fiction animal research stories

Easy for young learners to use!

Students can present to an audience!

Saber toothed tigersBy Melanie

What it looked like

Saber toothed tigers looked very much like tigers and lions that live today. They had canine teeth that were 8 inches or 20 mm long that looked like a bread knife's tip. If they lived in the forest the saber toothed tiger had dark skin. They had a weak jaw. The paw was huge. The claws wow! They were long and razor sharp. They had short legs. The molar teeth were sharp not flat for grinding. The canine teeth were easy to break. They were 600 pounds.

What it ate

The sword like canine teeth helped them eat predators. They ate animal meat. They also ate giant sloth and prehistoric horses.

Where it lived

The fossils of the saber toothed tiger are in Europe and North America. They were found in Los Angeles California. They lived about ten hundred years ago. They lived in packs. The saber toothed tiger lived in grass lands and plains. First they lived in North America and Europe and then spread to Asia, Africa, and South America. They lived in the ice age long ago.

How it cared for its babies

The saber toothed tiger tried to kill the other saber toothed tigers babies.

Survey question• Would you rather be a grown up saber

toothed tiger or a baby saber toothed tiger?

Essential Apps

PDF Notes

Dropbox

Book Creator

ToonTastic

Image credit: theappside.com

Word Work

What does research suggest?

Word families

High frequency words

Sorting

Vocabulary Instruction(Fountas & Pinnell, 1996, 1998; Pinnell,

Fountas & Giacobbe, 1998; Bear, Invernizzi, Templeton & Johnston, 2004; Boushey &

Moser, 2006)

Spelling Apps

V1 Word Families

Word Wizard, Spelling Notebook, Chalkboard, Kids Learn Sight Words, Tic Tac toe Phonics, Play Sight Words Grades 1 & 2, Little Speller Sight Words, Bluster (high frequency words)

Word Connex, Spelling City, Word Sort Wizard, Cool Mad Libs (sorting and vocabulary instruction)

Buddy Reading

Aids fluency and comprehension (Allington, 2001; Miller, 2002)

Students practice in advance (fluency practice)

Take videos

Can be posted on blog

Book recommendations

Listening to Reading

Aids fluency, comprehension, builds vocabulary (Allen, 2001)

Portable

Listening to Reading Resources

I Like Books

Tumble books

Image credit: iappfind.com

Productivity Apps

Make your job easier as a teacher!

Genius Scan Plus

PDF Notes

Dropbox

Splash Top Desktop Remote

Air serverImage credit: lucidia.com

A Record Keeping Tool

Upload district reading assessments into PDF Notes

Data drives instruction because of availability

Customizable

Flexibile

Manageable

Safe-back up to Dropbox.

Creating a Digital "Penseive"

Above: traditional record keeping

What is in a "Penseive?"

District reading assessments (sounds, sight words)

Goal sheets

Forms to record conferences/conversations with students about reading

Running record forms

Instructional plans

Calendar to plan students to meet with

(Boushey & Moser, 2006)

Using Your iPad to Conduct a Running Record

A Tour

Why Time-On-Task?

Research suggests time-on-task is biggest predictor of academic success.

Time-0n-task vs. engagement

Engaged time alone is not enough-developmentally appropriate activities are essential

(Martinez & Brock)Image credit:

armyproperty.com

Time-On-Task Norms

All grades (K-12)

RTI teams encouraged to set goals of 80% or more

Limitations

Typical rates do not distinguish between passive and active engagement

Time-on-task vs. engagement-observer's judgement

("RTI: Decision Rules" )

Data CollectionTime-on-task definition

Random sampling of 8 students

Frequency-2 times a week

2 sessions of equal length each time (ex. 15 min. each time)

Collected data on time with an iPad and time without

Demographic groups

Research Findings

Instructional Implications

All students gain 17.4 more hours of instruction each school year!

Students with special needs gain 25.2 more hours of instruction!

When Engagement is Increased

References

Martinez, E., & Brock, S. (n.d.). Measuring on-task behavior between and within task transitions. Retrieved from http://www.education.com/reference/article/time-on-task/

Routman, R. (2003). Reading essentials: The specifics you need to teach reading well. (p.p. inside front cover, 54, 82-97, 158, 171) Portsmouth, NH: Heinemann.

Boushey, G., & Moser, J. (2006). The Daily 5, Fostering Literacy Independence in the Elementary Grades. (1 ed., p.p. 9-12, 85-90). Portland, ME: Stenhouse Pub.

Allington, R. (2001). What really matters for struggling readers: Designing research-based programs. New York: Addison-Wesley Longman.

Fountas, I. C., & Pinnell, G. S. (1996). Guided Reading, Good First Teaching for All Children. (p.p. 22-24, 163-174)

Portsmouth: Heinemann.

Miller, D. (2002). Reading with meaning, teaching comprehension in the primary grades. (p.p. 6-14, 43) Markham, Ontario: Stenhouse Pub.

Pinnell, G. S., Fountas, I. C., & Giacobbe, M. E. (1998). Word Matters, Teaching Phonics and Spelling in the Reading/Writing Classroom. (p.p. 126-136, 155-188) Heinemann

Bear, D., Invernizzi, M., Templeton, S., & Johnston, F. (2004). Words their way word study for phonics, vocabulary, and spelling instruction.. (Custom Edition ed.). Upper Saddle River, NJ: Prentice Hall.

Allen, J. (2001). Yellow brick roads: Shared and guided paths to independent reading 4-12 . Portland, ME: Stenhouse Publishers.

Boushey, G., & Moser, J. (2009). The cafe book, engaging all students in daily literacy assessment & instruction. (pp. 13-25). Portland, Maine: Stenhouse Pub.

RTI: Decision Rules methods to determine a student's expected level of achievement [Web]. Retrieved from www.jimwrightonline.com/ppt/pnwboces/RTI_assess_decision_rules.ppt