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
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)
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
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
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)
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!
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
