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Supercharge Your Elementary
Literacy Instruction with iPads
Billie 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 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)
Independent Reading


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

Reading Comprehension 1

ebudpub.com
Writing
                           Writing About Reading
Digital 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


(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 tigers
       By 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 server
                            Image credit: lucidia.com
A Record Keeping Tool
  Creating a Digital "Penseive"
Upload district reading
assessments into PDF Notes

Data drives instruction
because of availability

Customizable

Flexibile

Manageable
                                  Above: traditional record keeping
Safe-back up to Dropbox.
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
                                   Image credit: armyproperty.com
(Martinez & Brock)
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 Collection
Time-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
Research Findings




 Demographic groups
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
Allington, 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: Stenhouse
Publishers.
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
http://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 the
Reading/Writing Classroom. (p.p. 126-136, 155-188) Heinemann
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.
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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Supercharge Your Reading Instruction with iPads

  • 1. Supercharge Your Elementary Literacy Instruction with iPads Billie Rengo, Patricia Bergman, Nancy Daniels, Julie Erickson, Nell Polzine
  • 2. Thank you... Katie Coppenbarger- Principal of the Grantsburg Elementary School Nearpod Mike Henderson-Grantsburg School District IT
  • 3. About us... Grantsburg Elementary School 170 students 48% eligible for free and reduced lunch 5 student iPads per class and 1 teacher iPad
  • 4. Technology is Today's Reality http:/:Animoto Video Image credit:http://www.istockalypse.com
  • 5. 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?
  • 6.
  • 7. "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
  • 8.
  • 9. Balanced Literacy Shared Reading Guided Reading Independent Reading Interactive Writing Independent Writing (Fountas & Pinnell, 1996)
  • 10. Gradual Release Model Teacher model Shared demonstration Guided practice Independent practice Start with baby steps! Introduce writing on the iPad with poetry (Routman, 2003)
  • 11.
  • 12. 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)
  • 13. Independent Reading 20-30 min. grades 1 and 2, 40 min. grade 3 and above (Routman, 2003) Reading Comprehension 1 ebudpub.com
  • 14. Writing Writing About Reading Digital 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 (Miller, 2002; Routman, 2003)
  • 16.
  • 17. 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
  • 19.
  • 20.
  • 21.
  • 22.
  • 23.
  • 24.
  • 25. "Teachers need to stop saying, 'Hand it in,' and start saying 'Publish it' instead." Alan November
  • 26. Keynote Format to publish student work Non-fiction animal research stories Easy for young learners to use! Students can present to an audience!
  • 27. Saber toothed tigers By Melanie
  • 28. 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.
  • 29. What it ate The sword like canine teeth helped them eat predators. They ate animal meat. They also ate giant sloth and prehistoric horses.
  • 30. 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.
  • 31. How it cared for its babies The saber toothed tiger tried to kill the other saber toothed tigers babies.
  • 32. Survey question • Would you rather be a grown up saber toothed tiger or a baby saber toothed tiger?
  • 33. Essential Apps PDF Notes Dropbox Book Creator ToonTastic Image credit: theappside.com
  • 34. 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)
  • 35. 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)
  • 36. 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
  • 37. Listening to Reading Aids fluency, comprehension, builds vocabulary (Allen, 2001) Portable
  • 38. Listening to Reading Resources I Like Books Tumble books Image credit: iappfind.com
  • 39. Productivity Apps Make your job easier as a teacher! Genius Scan Plus PDF Notes Dropbox Splash Top Desktop Remote Air server Image credit: lucidia.com
  • 40. A Record Keeping Tool Creating a Digital "Penseive" Upload district reading assessments into PDF Notes Data drives instruction because of availability Customizable Flexibile Manageable Above: traditional record keeping Safe-back up to Dropbox.
  • 41. 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)
  • 42. Using Your iPad to Conduct a Running Record
  • 44. 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 Image credit: armyproperty.com (Martinez & Brock)
  • 45. 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" )
  • 46. Data Collection Time-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
  • 48. 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!
  • 49. When Engagement is Increased
  • 50. References Allington, 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: Stenhouse Publishers. 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 http://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 the Reading/Writing Classroom. (p.p. 126-136, 155-188) Heinemann 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. 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