EUSD iRead

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  • Mr. Erickson's avatar

    Heard about this resource for proper "Netiquette" at the 2012 CUE. Tested it out with my team/class and all agree that the videos are great for grades K-5.

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    • Mr. Erickson
      Mr. Erickson said Mar 27, 2012

      @Knauf= Click on the part that says "Mr. Erickson posted".
      Or, here it is :)

      http://www.netsmartzkids.org/

    • Mrs. Knauf
      Mrs. Knauf said Mar 27, 2012

      When I click on the part that says Mr. Erickson Posted, it opens a new edmodo window with the same feed. It doesn't take me to the site. Thanks for posting the addy.

    • Mr. Erickson
      Mr. Erickson said Mar 27, 2012

      Sorry. Last week it linked to my classroom post that I made public...Glitch I guess. Either way, this site is very helpful and the videos are great to teach proper netiquette.

  • Mrs. Iannizzotto's avatar

    Project #3: Reading Comprehension Strategy - Inference
    Iannizzotto - 5th grade
    Our fifth grade team identified Inference as our power standard to focus on after analyzing MAPS data.This project was designed as an individual task following many opportunities for students to utilize the inferencing strategy through teacher modeling, small group work and partner practice and sharing of previous stories read. The graphic organizers used for this project are the same ones we have been using as a grade level and thus were already familiar to the students.
    Project Steps:

    Students read and discussed the story, Pioneer Girl, completing the graphic organizer provided for Inferencing during the reading, as well as Lecture Notes for summarizing the beginning, middle and end of the story.
    As a debriefing activity for the story, students participated in a Kagan Structure called Carousel whereby as a team, students would travel around the room visiting posters with different prompts addressing various aspects of story comprehension and theme to discuss and comment on before moving to the next. As they related, these posters were later used to provide support for student work on this project.
    Students were then given a story frame to plan out their entry into StoryRobe that included identifying the photos from the story already downloaded into their iPods to support their text. First the students used their Lecture Notes for a brief overview/summary of the story. In the next frames, they shared 2-3 inferences from the graphic organizer they used during reading. Sentence frames were provided as needed. Examples included: When the story stated................., I thought.................Therefore I can infer........... Lastly, students wrote a conclusion, giving an inference for what pioneer life was liked based on all the events read, as well as a lesson learned from the story (Big Picture). All frames included photos from the story to illustrate their thinking.
    Once the story frame was completed and checked by me, students were given the opportunity to practice reading their Story Frame for fluency prior to recording in StoryRobe either individually or with a partner. Once ready, students created their StoryRobe.

    Reflection:
    Initially, I had wanted to create a Puppet Pal project to address Inference, but found that that App really wasn’t working for me for what I wanted the students to accomplish. StoryRobe allowed students to focus more on the thinking involved in utilizing the strategy of inferencing for the writing, rather than being caught up in the maneuvering required for Puppet Pals. I feel the various steps in the process allowed students a deeper understanding of not only inferencing by identifying details in the text as well as personal experience/knowledge, but also in identifying theme and lessons to be learned from stories. I felt this project was useful in assessing students on their ability to make inferences, yet also provided opportunity to assess summarizing of key story elements and identification of the lesson or “Big Idea” of the story.

    As for assessment, I compared the class mean RIT on their MAPS Reading test from winter to spring, which increased from a 210.5 to 216.7. In addition, I compared an earlier Inference Graphic Organizer the students did on a previous story to the current one by use of a simple rubric. Rubric scores also increased as quality and thoroughness in their inferencing improved showing a higher level of text comprehension.

    Project #3: Reading Comprehension Strategy - Inference
    Iannizzotto - 5th grade
    Our fifth grade team identified Inference as our power standard to focus on after analyzing MAPS data.This project was designed as an individual task following many opportunities for students to utilize the inferencing strategy through teacher modeling, small group work and partner practice and sharing of previous stories read. The graphic organizers used for this project are the same ones we have been using as a grade level and thus were already familiar to the students.
    Project...

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    • Joan Bohnstedt
      Joan Bohnstedt said Jun 2, 2011

      Excellent inference project. Gets me thinking about next year.

  • Mr. Kirkbride's avatar

    Project 2; Take Two - Edmodo in Action
    5th grade

    Project Description
    -What was the curricular content? HM Theme 4 Selection 3, Yang the Second, Reading Skill (not Strategy) Compare and Contrast
    -What Apps did you use? Story Robe and the Apptivity download I got just today posted by Heather Peterson and Sarah Jerotz.
    -What prep was involved? I modified the Apptivity to be almost the same activity on a HM practice Book Page (5th Gr page #233). This included screen capturing photos from the text and placing them in the apptivity sheet to save time on coloring and or selecting pictures.
    -Describe what the students did. Students wrote their scripts based on the assignment to compare and contrast two main characters from the story.

    Project Reflection
    -What went well? The apptivity sheet really helped scaffold what the students needed to do with Story Robe.
    -What were the problems? We still have 1/3 of the Story Robe apps crash per project.
    -What would you differently? I would use Puppet Pals except we can't share a completed project with iPod 3G. I would have them peer edit each other's scripts for transitions and sentence variation especially for my lowest ELL students.

    Project 2; Take Two - Edmodo in Action
    5th grade

    Project Description
    -What was the curricular content? HM Theme 4 Selection 3, Yang the Second, Reading Skill (not Strategy) Compare and Contrast
    -What Apps did you use? Story Robe and the Apptivity download I got just today posted by Heather Peterson and Sarah Jerotz.
    -What prep was involved? I modified the Apptivity to be almost the same activity on a HM practice Book Page (5th Gr page #233). This included screen capturing photos from the text and placing them in the apptivity sheet to save time...

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    • Mrs. Peterson
      Mrs. Peterson said Mar 12, 2011

      I am so glad the Apptivity storyboard worksheet was useful. ...I love the way you adapted it to the HM story.

  • Mrs. Andrews's avatar

    Project 2 - iRead
    4th grade

    This project is based upon the HM Theme Selection Tomas and the Library Lady. The strategy focus is prediction. In order to complete these projects the students used the Storyrobe application. There was quite a bit of prep that went into this project prior to the students actually completing the recording. The students chose partners to work with. They did an anthology picture walk of the story and chose the story art that would help them with their predictions. They used my phone to take the photos, sync them to their ipads, and pull them up in their iphoto libraries. Prior to creating the Storyrobe project the students scripted predictions and responses. They were asked to conduct the script as if it were an interview. I gave some of the kids sentence frames and question ideas along with academic language that supported this story. Again, their focus was prediction. Once the scripts were created, edited and rehearsed the recordings began. They loved working with storyrobe and reviewing their final projects!

    The writing process was difficult at first, but they prevailed! The Storyrobe app is extremely easy to use and the kids moved through it effortlessly. As far as problems that we came across - really the only hang up was not having a camera on the ipad. It was more an inconvenience than a problem. There wasn't really anything I would have done much differently. The pacing was slow - I believe the next few projects that follow this plan will move a bit quicker.

    I hope you enjoy the link. The kids feel like movie stars when they preview their work and share it with others. It's really quite fun to watch them listen to themselves.

    Project 2 - iRead
    4th grade

    This project is based upon the HM Theme Selection Tomas and the Library Lady. The strategy focus is prediction. In order to complete these projects the students used the Storyrobe application. There was quite a bit of prep that went into this project prior to the students actually completing the recording. The students chose partners to work with. They did an anthology picture walk of the story and chose the story art that would help them with their predictions. They used my phone to take the photos, sync them to their ipads,...

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  • Mrs. Silva's avatar

    Project 2
    3rd grade

    My third grade class just completed the story Yunmi and Halmoni's Trip in which we focused on the strategy: Predict/Infer. I asked my students to look at some pictures of our upcoming story Trapped by the Ice and predict what they thought the story was about. I let the students create their Storyrobe project without planning what they were going to say to make the prediction more genuine.
    Addendum to project by Mrs. Silva

    The preparation involved in this project was pretty simple. I chose three pages of the story and took a picture. I transferred into iPhoto and then synced the iPods to update the pictures. The hardest part of this was the waiting time since I hadn't updated some of my Ipods.

    The students found the picture in their iPod media folder when using Storyrobe.

    The students have been using Storyrobe for summaries and research reports, so they are pretty comfortable with it. They sometimes forget to keep it "awake", so they lose their work. This is frustrating to them and some were reluctant to re-record their story. I also had trouble trying to make the pictures fit, even though we had talked about this at our last meeting.

    They are used to having a script, so they were a little uncomfortable recording without a script. However, as I stated before, I wanted a genuine prediction, so I did not use a script. In our previous story, I had students write their prediction using Edmodo. It was easier and more interactive.


    I will continue to use Storyrobe since the students are comfortable using it.

    Project 2
    3rd grade

    My third grade class just completed the story Yunmi and Halmoni's Trip in which we focused on the strategy: Predict/Infer. I asked my students to look at some pictures of our upcoming story Trapped by the Ice and predict what they thought the story was about. I let the students create their Storyrobe project without planning what they were going to say to make the prediction more genuine.
    Addendum to project by Mrs. Silva

    The preparation involved in this project was pretty simple. I chose three pages of the story and...

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    • Ms. Miller
      Ms. Miller said Mar 12, 2011

      I like your idea of using Storyrobe for research. How have you been using Storyrobe for research? It is like a check in or a final presentation of what they learned?

  • Mrs. Mallinger's avatar

    Project 2: Storyrobe
    5th grade

    During this time our fifth graders were focusing on the comprehension skill of fact and opinion. Students had read about the Revolutionary War and some opposing viewpoints before they began this project.
    After reading the selection, Katie's Trunk, students researched a subject matter pertaining to the American Revolutionary War. They chose three facts to include in the historical fiction writing piece they developed. Using the comprehension skill of story structure, students created characters and details to enrich their writing. Their last paragraph was reserved for their opinion on the war. Students then placed their writing on the storyboard for Storyrobe, provided by the district. Pictures were found on the internet and placed in the Photo Wall app. Students learned the skills of screen saving, cropping, and adding text. Our last step was Storyrobe which allowed the students to record and save as a video.

    Reflection: Would love to do this project again next year. Researching and reading opposing viewpoints made the writing portion of the project run more smoothly. Photo Wall app was a learning experience for all of us. It was fun watching the students teach me "a thing or two". The Storyrobe app made publishing a project very rewarding for my students.

    Project 2: Storyrobe
    5th grade

    During this time our fifth graders were focusing on the comprehension skill of fact and opinion. Students had read about the Revolutionary War and some opposing viewpoints before they began this project.
    After reading the selection, Katie's Trunk, students researched a subject matter pertaining to the American Revolutionary War. They chose three facts to include in the historical fiction writing piece they developed. Using the comprehension skill of story structure, students created characters and details to enrich...

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  • Mr. Childress's avatar

    Project 2 Description
    2nd grade

    I decided to have my students identify the elements of a story, and give a reflection for that story. We have been reading the story, "Thunder Cake". Students first had to create an outline of the story elements using the Notes app on thier iPads. Students then had to import a picture into Storyrobe and record themselves reviewing the story elements and giving their "Author's Viewpoint".

    Project 2 Reflection

    My class has been transitioning to Storyrobe from SonicPics. Students have been having a hard time with placing the pictures at the right time(SonicPics was much easier for them because they could move pictures before they recorded), so I backed up and had them only use a "favorite" picture for this project. I fealt that they needed to build some confidence using Storyrobe. As their teacher, I also need more practice working with the pictures beforehand, so that they come out nice when imported into Storyrobe. I liked having the students use the Note app to map-out what they were going to say when the recording began. Using multiple apps to create projects is very empowering for the students.

    Project 2 Description
    2nd grade

    I decided to have my students identify the elements of a story, and give a reflection for that story. We have been reading the story, "Thunder Cake". Students first had to create an outline of the story elements using the Notes app on thier iPads. Students then had to import a picture into Storyrobe and record themselves reviewing the story elements and giving their "Author's Viewpoint".

    Project 2 Reflection

    My class has been transitioning to Storyrobe from SonicPics. Students have...

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  • Ms. Britt's avatar

    Project 2
    4th grade

    For my project I chose to work within language arts. Up until a few weeks ago we were preparing for the state writing exam, thus, I chose the strategy of Summarize. Students use it for both reading and writing. Before even thinking about using the I Touches, students had to write a story summary. We began, at the beginning of the year, writing bits and pieces of summaries so this was one of their first full summaries that included a topic sentence and conclusion. Because the story skill was Fantasy vs Realism, their summaries had to include details from the story that were fantastic. Once students had written their summaries and I had read them, they perused the story, and chose which illustrations they wanted to include in their project. I then permitted them to take photos (very carefully) of the illustrations. I had students review to make sure no heads were cut off or there wasn't a glare on the page. I modeled on my I Pad the process of creating a story in this app. Most of students knew how to use it from using other similar apps in class. I had them find a quiet corner in the room, practice reading their summary aloud, then record themselves.

    I think for next time, to make the process as efficient as possible I would change 2 things. First I would have them create something like a storyboard, so there photos and words matched up perfectly. Second change I would make is to buddy them up and read to one another before recording. They just don't always hear themselves as someone else would.

    Project 2
    4th grade

    For my project I chose to work within language arts. Up until a few weeks ago we were preparing for the state writing exam, thus, I chose the strategy of Summarize. Students use it for both reading and writing. Before even thinking about using the I Touches, students had to write a story summary. We began, at the beginning of the year, writing bits and pieces of summaries so this was one of their first full summaries that included a topic sentence and conclusion. Because the story skill was Fantasy vs Realism, their summaries had to include...

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  • Mrs. Iannizzotto's avatar

    Project #2
    5th grade

    -Storyrobe routine for Pre and Post Selection Reading utilizing the comprehension strategies of questioning, prediction and summarizing, as well as fluency (Please note that all HM selection illustrations are previously synced to student iPods for the current theme)

    Pre-Reading Activity: Students do picture walk of HM selection we are about to read. On post-its provided by teacher, they select 4 illustrations to write what they see in the picture. Then they write a question and/or make a prediction related to what they saw on the post-it and stick it to the illustration. Using Storyrobe, they select the illustrations from the text they had post-its on from their photos for L.A. and create a Storyrobe for each picture, recording what they saw along with their question and/or prediction.

    Post-Reading Activity: After the HM selection has been read, discussed and responded to with various class activities, students return to their Storyrobe. Students reselect the same illustrations from the pre-reading activity and create a new Storyrobe that summarizes what event of the story the illustration shows to include main characters, setting and what is happening while trying to incorporate vocabulary words as well as providing details to answer questions asked and/or qualify predictions made.

    In doing this routinely, I have found students paying more attention to main idea and detail within the story, as well as improving their fluency and personal involvement in the story. A student sample of a Pre and Post reading Storyrobe is attached.

    Project #2
    5th grade

    -Storyrobe routine for Pre and Post Selection Reading utilizing the comprehension strategies of questioning, prediction and summarizing, as well as fluency (Please note that all HM selection illustrations are previously synced to student iPods for the current theme)

    Pre-Reading Activity: Students do picture walk of HM selection we are about to read. On post-its provided by teacher, they select 4 illustrations to write what they see in the picture. Then they write a question and/or make a prediction related to what they saw on...

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    • Mrs. Peterson
      Mrs. Peterson said Mar 12, 2011

      Nice focus on comprehension strategies! =) Do you rotate comprehension strategy focus each week to correspond to the story focus or do you have students choose? The outcome of your lesson is fabulous.

  • Ms. Benitez's avatar

    Project # 2 – Storyrobe: The Garden of Abdul Gasazi –
    Predicting/Vocabulary Development/Summarizing/Fluency
    3rd grade

    Prep: Using a docu-cam I took pictures of the first 3 illustrations in the selection and synced them into the iPods.
    I converted Keynote vocabulary presentations into PDF files and synced them into their iBooks (Thanks to Socorro S.)

    1. Students created story predictions using the 3 Gasazi pictures and the app Comic Touch. Then they took these pictures with the added text into Storyrobe and created their video projects. I used this application because it gives the students the opportunity to write their predictions (just like they used to do it in the pre-reading strategies notebooks) before recording them in Storyrobe.
    2. Students reviewed the new vocabulary using the Keynote PDFs. They created two sentences daily (for a week) using Gasazi’s vocabulary words and posting them into Edmodo. This allowed students to become very familiar with the new vocabulary words they would encounter in the story.
    3. After reading the selection as a whole group, students listened to it using the Music app –and the pause button for NOTE-TAKING to create their own story maps.
    4. Finally, I synced all the selection’s pictures. Students had to choose which pictures best represented the Beginning, Middle and End of the story. Then they proceeded to use the Comic Touch app and their story maps to add text to the pictures. They finished up by bringing these pictures into Storyrobe and practiced fluency by reading the text at least three times before saving it to create their video -summaries.

    Reflection: Students seemed much more confident navigating back and forth between the two apps. They were engaged from beginning to end and very motivated to finish their writing so they could go on to the “movie” part. I am excited to observe that using this technology is really changing my lower students’ attitude toward reading and writing. My goal in the future is to reduce the time used to finish the project.

    Project # 2 – Storyrobe: The Garden of Abdul Gasazi –
    Predicting/Vocabulary Development/Summarizing/Fluency
    3rd grade

    Prep: Using a docu-cam I took pictures of the first 3 illustrations in the selection and synced them into the iPods.
    I converted Keynote vocabulary presentations into PDF files and synced them into their iBooks (Thanks to Socorro S.)

    1. Students created story predictions using the 3 Gasazi pictures and the app Comic Touch. Then they took these pictures with the added text into Storyrobe and created their video projects....

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    • Mrs. Peterson
      Mrs. Peterson said Mar 12, 2011

      Very cool! =) Do you have tips on creating the PDF files and syncing to the iPods?

    • Mr. Borer
      Mr. Borer said Mar 16, 2011

      To create a PDF file choose File > Export and then click PDF.
      You then drag the PDF into iTunes. It will automatically be added to your iBooks section in the iTunes sidebar.