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)
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
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