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  • 1. Supercharge Your ElementaryLiteracy Instruction with iPadsBillie Rengo, Patricia Bergman, Nancy Daniels, 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 Reality http:/:Animoto Video Image credit:http://www.istockalypse.com
  • 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 Independent Literacy 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 1ebudpub.com
  • 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 toothed tiger or a baby saber toothed tiger?
  • 23. Essential Apps PDF Notes Dropbox Book Creator ToonTasticImage credit: theappside.com
  • 24. 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)
  • 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 Reading ResourcesI Like BooksTumble books Image credit: iappfind.com
  • 29. Productivity AppsMake your job easier as ateacher!Genius Scan PlusPDF NotesDropboxSplash Top Desktop RemoteAir server Image credit: lucidia.com
  • 30. A Record Keeping Tool Creating a Digital "Penseive"Upload district readingassessments into PDF NotesData drives instructionbecause of availabilityCustomizableFlexibileManageable Above: 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: armyproperty.com(Martinez & 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 is Increased
  • 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 fromhttp://www.education.com/reference/article/time-on-task/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 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 fromwww.jimwrightonline.com/ppt/pnwboces/RTI_assess_decision_rules.ppt