Supercharge Your Reading Instruction with iPads

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  • 1. Supercharge Your ElementaryLiteracy Instruction with iPadsBillie Rengo, Patricia Bergman, NancyDaniels, Julie Erickson, Nell Polzine

2. Thank you...Katie Coppenbarger- Principal of the GrantsburgElementary SchoolNearpodMike Henderson-Grantsburg School District IT 3. About us...Grantsburg ElementarySchool170 students48% eligible for free andreduced lunch5 student iPads per class and1 teacher iPad 4. Technology is Todays Realityhttp:/:Animoto Video Image credit: 5. Essential QuestionsBoys historically have moreoffice referralsDecreased studentengagementWill the introduction ofiPads result in increasedtime-on-task and less officereferrals?Which demographic groupwill experience the greatestbenefits? 6. "We already knew that kids learned computertech more easily than adults. It is as if childrenwere waiting all these centuries for someone to invent their native language."Jaron Lanier 7. Balanced LiteracyShared ReadingGuided ReadingIndependent ReadingInteractive WritingIndependent Writing(Fountas & Pinnell, 1996) 8. Gradual Release ModelTeacher modelShared demonstrationGuided practiceIndependent practiceStart with baby steps!Introduce writing on theiPad with poetry(Routman, 2003) 9. Best Practice IndependentLiteracy Activities 90 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) 10. Independent Reading20-30 min. grades 1 and 2,40 min. grade 3 and above(Routman, 2003)Reading Comprehension 11. Writing Writing About ReadingDigital portfoliosBlogsE-pubsPDF annotations (graphic organizers)Flexibility to customize learning based oncurriculum objectivesHighly engagingOutlet for student creativityTool for assessmentFacilitates reading comprehension(Miller, 2002; Routman, 2003) 12. Vincents Blog 13. ToonTasticStudents create their owndigital animations!They incorporate storyelements and can createtheir own characters.Animations can be uploadedto "ToonTube" and sharedwith parents."Dun Dun Dun" personal narrative example"Charlie and the Chocolate Factory" example 14. A Digital Portfolio Example 15. "Teachers need to stop saying, Hand itin, and start saying Publish it instead."Alan November 16. KeynoteFormat to publish studentworkNon-fiction animal researchstoriesEasy for young learners touse!Students can present to anaudience! 17. Saber toothed tigers By Melanie 18. What it looked likeSaber toothed tigers lookedvery much like tigers andlions that live today. Theyhad canine teeth that were 8inches or 20 mm long thatlooked like a bread knifestip. If they lived in the forestthe saber toothed tiger haddark skin. They had a weakjaw. The paw was huge. Theclaws wow! They were longand razor sharp. They hadshort legs. The molar teethwere sharp not flat forgrinding. The canine teethwere easy to break. Theywere 600 pounds. 19. What it ateThe sword like canine teethhelped them eat predators.They ate animal meat. Theyalso ate giant sloth andprehistoric horses. 20. Where it livedThe fossils of the sabertoothed tiger are in Europeand North America. Theywere found in Los AngelesCalifornia. They lived aboutten hundred years ago. Theylived in packs. The sabertoothed tiger lived in grasslands and plains. First theylived in North America andEurope and then spread toAsia, Africa, and SouthAmerica. They lived in theice age long ago. 21. How it cared for its babiesThe sabertoothed tigertried to kill theother sabertoothed tigersbabies. 22. Survey question Would you rather be a grown up saber toothedtiger or a baby saber toothed tiger? 23. Essential Apps PDF Notes Dropbox Book Creator ToonTasticImage credit: 24. Word WorkWhat does research suggest?Word familiesHigh frequency wordsSortingVocabulary Instruction(Fountas & Pinnell, 1996, 1998; Pinnell, Fountas &Giacobbe, 1998; Bear, Invernizzi, Templeton &Johnston, 2004; Boushey & Moser, 2006) 25. Spelling AppsV1 Word FamiliesWord Wizard, SpellingNotebook, Chalkboard, KidsLearn Sight Words, Tic Tactoe Phonics, Play SightWords Grades 1 & 2, LittleSpeller Sight Words, Bluster(high frequency words)Word Connex, Spelling City,Word Sort Wizard, Cool MadLibs (sorting andvocabulary instruction) 26. Buddy ReadingAids fluency andcomprehension (Allington,2001; Miller, 2002)Students practice in advance(fluency practice)Take videosCan be posted on blogBook recommendations 27. Listening to ReadingAids fluency,comprehension, buildsvocabulary (Allen, 2001)Portable 28. Listening to ReadingResourcesI Like BooksTumble books Image credit: 29. Productivity AppsMake your job easier as ateacher!Genius Scan PlusPDF NotesDropboxSplash Top Desktop RemoteAir serverImage credit: 30. A Record Keeping ToolCreating a Digital "Penseive"Upload district readingassessments into PDF NotesData drives instructionbecause of availabilityCustomizableFlexibileManageableAbove: traditional record keepingSafe-back up to Dropbox. 31. What is in a "Penseive?"District reading assessments(sounds, sight words)Goal sheetsForms to recordconferences/conversationswith students about readingRunning record formsInstructional plansCalendar to plan students tomeet with(Boushey & Moser, 2006) 32. Using Your iPad to Conduct a Running Record 33. A Tour 34. Why Time-On-Task?Research suggests time-on-taskis biggest predictor of academicsuccess.Time-0n-task vs. engagementEngaged time alone is notenough-developmentallyappropriate activities areessential Image credit: & Brock) 35. Time-On-Task NormsAll grades (K-12)RTI teams encouraged to setgoals of 80% or moreLimitationsTypical rates do notdistinguish between passiveand active engagementTime-on-task vs.engagement-observersjudgement ("RTI: Decision Rules" ) 36. Data CollectionTime-on-task definitionRandom sampling of 8studentsFrequency-2 times a week2 sessions of equal lengtheach time (ex. 15 min. eachtime)Collected data on time withan iPad and time without 37. Research Findings Demographic groups 38. Instructional ImplicationsAll students gain 17.4 more hours of instructioneach school year!Students with special needs gain 25.2 more hoursof instruction! 39. When Engagement isIncreased 40. ReferencesAllington, R. (2001). What really matters for struggling readers: Designing research-based programs. New York:Addison-Wesley Longman.Allen, J. (2001). Yellow brick roads: Shared and guided paths to independent reading 4-12 . Portland, ME: StenhousePublishers.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.Boushey, G., & Moser, J. (2009). The cafe book, engaging all students in daily literacy assessment & instruction.(pp. 13-25). Portland, Maine: Stenhouse Pub.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.Fountas, I. C., & Pinnell, G. S. (1996). Guided Reading, Good First Teaching for All Children. (p.p. 22-24, 163-174)Portsmouth: Heinemann.Martinez, E., & Brock, S. (n.d.). Measuring on-task behavior between and within task transitions. Retrieved from, 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 theReading/Writing Classroom. (p.p. 126-136, 155-188) HeinemannRoutman, 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.RTI: Decision Rules methods to determine a students expected level of achievement [Web]. Retrieved