![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](https://image.slidesharecdn.com/2012slateconferencepresentation-121201211713-phpapp01/85/Supercharge-Your-Reading-Instruction-with-iPads-50-320.jpg)
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?
- 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
- 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)
- 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)
- 15. Vincent's Blog
- 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
- 18. A Digital Portfolio Example
- 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
- 43. A Tour
- 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
- 47. Research Findings Demographic groups
- 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