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App 1: VocabularySpellingCity
This app is designed to engage students in the development of spelling, vocabulary, and
language arts skills. It can be used with students in kindergarten through 12th grade. Since
teachers can input words into a spelling list, I will use this to provide differentiated word work
activities for my students. During guided reading groups, students working independently can
complete the activities to develop their knowledge of word families when spelling, which meets
KCAS L.3.2.F Use spelling patterns and generalizations (e.g., word families, position-based
spellings, syllable patterns, ending rules, meaningful word parts) in writing words. By allowing
the students to choose their practice activities from the engaging games, the students are gaining
ownership of their learning. I can also use the Read-A-Word game to help my students with
sight word building since they can hear the word being read aloud and then they have to choose
the correct word. I like this app because it can provide immediate feedback to the students while
I am working with a reading group.
App
ILA
2.2 Candidates use
VocabularySpellingCity appropriate and
varied instructional
Interactive spelling,
approaches,
vocabulary, and
including those that
language arts games that develop word
allow for teacher created recognition,
word lists
language
comprehension,
ISTE
1.a Apply exisiting
knowledge to
generate new ideas,
products, or
processes
This app provides
support to the
students as they
KTS6
6.2 Uses available
technology to
implement
instruction that
facilitates student
learning
With this app, I can
support the learning
strategic knowledge,
and reading-writing
connections.
This app allows
students to complete
interactive games that
provide immediate
feedback on their
spelling, word
recognition, and
language arts skills.
5.1 Candidates
design a physical
environment to
optimize students use
of traditional print,
digital, and online
resources in reading
and writing
instruction.
This app allows for
students to continue
working on their
reading skills while I
am meeting with a
small group. The
grade range also
optimizes student
learning since
students of diverse
learning levels can
use it.
develop their
spelling fluency by
applying their
existing knowledge
of word construction
to new words.
of most students
since it address many
grade levels and
word lists can be
customized based on
student needs.
6.3 Integrates
student use of
available technology
into instruction
The app is used to
enhance the students
learning outcome on
language skills. The
different grade levels
can meet the need of
diverse learners.
6.4 Uses technology
to assess student and
communicate student
learning.
The app provides
tracking data on
student performance.
Students can
complete test that can
be shared with
stakeholders.
App 2: Bluster!
Bluster! is an app that supports vocabulary and word recognition. It can be used in
grades 2-4, and it has three levels within each grade section. During the game, the student can
play solo, collaborate with a partner, or versus other players. The skills that the student can
addressed are homophones, rhyming words, prefixes, suffixes, adjectives, synonyms, and more.
These skills help students master KCAS L.3.4.b Determine the meaning of the new word formed
when a known affix is added to a known word (e.g., agreeable/disagreeable,
comfortable/uncomfortable, care/careless, heat/preheat) and L.3.2.E Use conventional spelling
for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting,
smiled, cries, happiness). Students group the words into sets of three that meet the correct
language skill category. They must complete the level as they race against the time and
inclement weather meant to slow them down. Since time is limited to teach both language skills
and writing skills, I can use this app in my classroom during writing rotations. I like that the app
offers three methods of engagement so that students can work individually or collaborate with
peers for support and motivation. The only limitation with this app is that it does not read the
words aloud for the students so it does not provide the audio support that some ELs or ECE
students need; however, the three grade levels can provide differentiation for students below, on,
and above grade level.
App
ILA
2.2 Candidates use
Bluster!
appropriate and
varied instructional
Interactive game that
approaches, including
develops vocabulary
those that develop
and language skills:
word recognition,
homophones, rhyming language
words, prefixes,
comprehension,
suffixes, adjectives,
strategic knowledge,
synonyms, and more
and reading-writing
connections.
This app allows
ISTE
2a. Interact,
collaborate, and
publish with peers,
experts, or others
employing a variety of
digital environments
and media
Students can play
collaboratively on this
app to reach the next
level. They can also
play against their
KTS6
6.2 Uses available
technology to
implement instruction
that facilitates student
learning
With this app, I can
support the learning
of most students since
it address three grade
levels and students
can collaborate with a
peer for support.
students to work on
their language skills
and word recognition.
The students must use
strategic knowledge to
group the words into
sets of three that meet
the language skill.
5.1 Candidates design
a physical
environment to
optimize students use
of traditional print,
digital, and online
resources in reading
and writing
instruction.
order to recreate the sentence, which meets KCAS L.3.1 Demonstrate command of the
conventions of standard English grammar and usage when writing or speaking and L.3.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing. The app provides immediate feedback and hints to guide students through
the sentence construction process. I also like that the students must place the punctuation, as
well. Students can hear the sentence they constructed and then revise it so that it makes sense.
This app not only helps develop sight word knowledge, but also reinforces simple sentence
construction. Since the app offers audio and visual support, this app can be used for my
classroom of struggling readers, ELs, and ECE students.
App
ILA
1.2 Candidates
Sight Word Sentence understand the
Builder
historically shared
knowledge of the
Allows students to
profession and
construct simple
changes over time in
sentences using Dolch the perceptions of
sight words as they
reading and writing
hear each sentence.
development, process,
and components.
Before technology,
teachers used to have
students write
dictation sentences
with pencil and paper,
but this app addresses
the same skills while
allowing students to
manipulate the words
and punctuation to
revise mistakes.
2.2 Candidates use
ISTE
1.a Apply exisiting
knowledge to
generate new ideas,
products, or
processes
KTS6
6.2 Uses available
technology to
implement instruction
that facilitates student
learning
appropriate and
varied instructional
approaches, including
those that develop
word recognition,
language
comprehension,
strategic knowledge,
and reading-writing
connections.
(using keyboarding skills) as well as to interact and collaborate with others and W.3.10 Write
routinely over extended time frames (time for research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and
audiences. They can create comic characters, storyboards, take pictures, add dialogue, and read
comics of various genres. Since the app offers many features that can be overwhelming to
students, specific expectations and guidelines must be in place for using this app. Also, some
content may not be suitable for younger students. I have used the website version for my
students to create persuasive comics about the cheapest sale price in math class. The students
were more motivated to revise their writing since it was published in comic strip. I plan on using
this app for storyboard creations to help develop and sequence narrative writing pieces. The
images provide students, especially ELs and ECE students, with details that can be included in
their writing.
App
Bitstrips
Students can compose
comics to entertain,
persuade, or inform.
They can create
comic characters,
storyboards, take
pictures, add
dialogue, and read
comics of various
genres.
ILA
2.2 Candidates use
appropriate and
varied instructional
approaches, including
those that develop
word recognition,
language
comprehension,
strategic knowledge,
and reading-writing
connections.
This app allows
students to create
comics which require
strategic knowledge
about choosing
specific graphics and
words to effectively
ISTE
2a. Interact,
collaborate, and
publish with peers,
experts, or others
employing a variety of
digital environments
and media
Students can
collaborate with peers
to develop a comic
that can be published.
2.b Communicate
information and ideas
effectively to multiple
audiences using a
variety of media and
formats.
KTS6
6.3 Integrates student
use of available
technology into
instruction
The app is used to
enhance the students
learning outcome on
writing development.
It allows students to
brainstorm ideas or
publish final works.
6.4 Uses available
technology to assess
and communicate
student learning
Student learning can
communicate in the
limited space.
2.3 Candidates use a
wide range of texts
(e.g., narrative,
expository, and
poetry) from
traditional print,
digital, and online
resources.
Students can use this
app to read comics
created by peers and
others. The comics
may appeal to some
readers since they can
use the graphics and
text to support their
comprehension.
4.2 Candidates use a
literacy curriculum
and engage in
instructional
practices that
positively impact
students knowledge,
beliefs, and
engagement with the
features of diversity.
Students can develop
their knowledge and
appreciation of
diversity by reading
comic created by
peers and those of
different cultures.
be assessed based on
content within the
comic. Students can
demonstrate mastery
of idea development,
voice, and
conventions. Comics
can be used across
content areas to assess
learning. The comics
can also be shared
with stakeholders to
communicate
learning.
ILA
1.2 Candidates
understand the
historically shared
knowledge of the
profession and
changes over time in
the perceptions of
reading and writing
development,
processes, and
components.
Since it is important
to include digital
literacies in my
ISTE
3.b Locate, organize,
analyze, evaluate,
synthesize, and
ethically use
information from a
variety of sources and
media.
KTS6
6.2Uses available
technology to
implement instruction
that facilitates student
learning.
Apps on a tablet are necessary for reading and writing instruction because the students
are immersed in the multimodal and digital world (Larson, 2010). As a teacher, I recognize the
importance of integrating my technological, pedagogical, and content knowledge (TPACK) to
create a meaningful and authentic learning experience for my students. While apps may appear
to only be games, the apps that I chose were selected because they provide support and access to
content that will facilitate a learning experience that students would not otherwise receive.
Many of the apps can be used in a similar way that Elizabeth Dobler (2012) used in her
classroom. The apps allow students to work alone or with a partner while I was meeting with a
guided reading group. Since the students are working independently, I need to use my
pedagogical and technological knowledge to prepare the apps ahead of time so that the students
can work at their appropriate level (Dobler, 2012). The apps will be organized so that students
are aware of the expectations of use and can easily access the apps that provide the appropriate
practice. Several of the apps I have chosen span across multiple grade levels which allow most
students, whether on, below, or above grade level, to use them. Many of the apps allow the
students to work on skills, such as prefixes and suffixes, that are important to continually
practice, but scheduling does not allow for whole group practice.
I also plan on using apps to support interventions because the touch screen provides
visual and tactile/kinesthetic learning which has been shown to help make academic progress
(McClanahan, et al., 2012). The apps can provide immediate feedback to the students so that they
can self-correct themselves. I appreciate that apps provide additional guidance since I may be
helping other struggling students in the classroom. By using research based strategies with
apps, my instruction meets in the sweet spot of TPACK by effectively integrating my
technological, pedagogical, and content knowledge to facilitate the learning of all my students.
References
Dobler, E. (2011). Using iPads to Promote Literacy in the Primary Grades. Reading Today, 29(3),
18-19.
Larson, L. C. (2010). Digital Readers: The Next Chapter in E-Book Reading and Response.
Reading Teacher, 64(1), 15-22.
McClanahan, B., Williams, K., Kennedy, E., & Tate, S. (2012). A Breakthrough for Josh: How
Use of an iPad Facilitated Reading Improvement. Techtrends: Linking Research And
Practice To Improve Learning, 56(3), 20-28.