Paige Baldwin

ET 347
StoryBird Matrix
Technology Integration Matrix
Colorado
Academic
Standards

ISTE
Standar
ds for
Teacher
s

ISTE
Standar
ds for
Students

Blooms
Taxono
my

Constructiv
ism

Gamificat
ion

Flipped
Classroo
m

Mathematics
To evaluate
how well
students
understand
counting, the
students will
work on
creating a
storybook on
Storybird that
talks about
counting
numbers and
how it relates
to either
addition or
subtraction.
Standards:
1, 6, 7

1. Number
Sense,
Properties,
and
Operations

2. Patterns,
Functions,
and
Algebraic
Structures
3. Analysis,
Statistics,
and
Probability
4. Shape,
Dimension,
and
Geometric
Relationshi

Teacher
creates a
short story
on Storybird
that
discusses
the

Understan
d, Apply,
Create By
creating the
picture book
students are
showing that
they
understand
how
numbers
work in
relation to
counting
and how and
the basic
rules of
addition
and/or
subtraction.
Students
apply what
they learned
about
counting
numbers,
addition,
and
subtraction
by creating
a story
about them.

Understan
d Students
will be able
to
understand
the
differences

In relation to
Constructivist
Design Model 2:
the teacher
developed the
situation for the
students to
explain the
processes of
counting, adding,
and subtracting
numbers by
assigning this
project. The
students are also
exhibiting what
they are learning
by writing a story
implementing the
concepts that
were just taught.
Assessment is
done through use
of student works
as well as point
of view for how
students
understand the
concepts of
counting, adding,
and subtracting
numbers.

Students are
given voice
or get to
choose how
they explain
the
mathematical
concepts that
they just
learned in
Storybird
format.

Students will
watch two
short videos
on YouTube
about addition
and
subtraction at
home.
Students will
also watch a
short video
that explains
how to use
Storybird at
home.
In class:
Students work
in groups
creating
picture books
on Storybird
that discusses
how counting
numbers
relate to
either addition
and/or
subtraction.

Lesson is
taught using
21st century
technology
through the
use of
Storybird and

At home:
Students read
the short story
about area
and perimeter
and write
down any

ps

difference of
area and
perimeter
and how to
measure
each for
different
geometrical
shapes.
Standards:
1. 3

between
area and
perimeter
and will be
able to
identify
how the
ways for
measuring
perimeter
and area are
different for
various
geometrical
shapes.

watching
YouTube
videos.

questions they
may have.
In class:
Teacher goes
over students
questions
about area
and perimeter
and goes over
some
examples of
the concepts
with the whole
class.

Reading, Writing, and Communicating

1. Oral
Expression
and
Listening
2. Reading
for All
Purposes

Teacher
goes onto to
Storybird
and picks
out two
poems and
two picture
books that
contain
vocabulary
that is in the
current
vocab unit
for reading
and writing.
Teacher will
go over the
different
components
of each
written work
with the
class and
show the
students
how to use
StoryBird for
a future
class
assignment.
Teacher will
also post
where the
written
works are
located for
students to
look up on
their own
time and to
give credit
to the
creators of
the works.
Standards:
3,4

Understan
d Students
will
understand
how
vocabulary
from their
current
vocab unit
can be used
properly in
sentences
and can
identify
what those
words mean
in relation to
the rest of
the
sentence.

The teacher is
building off of
students prior
knowledge to
show them how
to implement the
vocabulary they
learn in school
into writing. The
students may
have prior
knowledge of
the vocab word
such as what the
word means and
will gain new
knowledge of
the word by
seeing how it can
be correctly
implemented into
a sentence.

At home:
Students read
the childrens
books and
poems from
StoryBird and
write down
vocabulary
words that
they find.
In class:
Teacher goes
over the
different parts
of the literary
works and
how to use
Storybird.
Students get
ready for
writing short
childrens
books for the
assessment.

3. Writing
and
Compositio
n

After seeing
examples of
literary works
that contain
vocabulary
words that
the children
are using,
students will
create a story
on Storybird
using
vocabulary
words from
the classs
vocab unit.
Students will
then look at
the stories
that other
classmates
have written
and comment
what worked
well such as
the
implementati
on of
vocabulary or
what that
classmate
needs to
work on such
as proper
implementati
on of vocab
words.
Students
then have
time to
correct their
stories once
the class
reflection is
finished.
Standards:
3,6

Apply,
Evaluate,
and Create
Students
apply what
they learned
about
correctly
using vocab
words in
sentences to
create
stories on
Storybird,
and then
evaluate
the work of
their peers.

Alternative
Assessment is
used by
evaluating
student works
and students will
reflect on each
others works
once the
assignment is
completed.

Students will
get a point for
each vocab
word they use
correctly in a
sentence.
Students need
at least five
points for the
assessment.
Any extra
points the
students earn
gets them a
badge and
the student
with the most
points gets a
small prize.
This stirs up
competition
and gives
students
prizes like in
video games.
Students also
get a second
chance on
completing
their
assignment if
they used
vocabulary
words
incorrectly the
first time.

4. Research
and
Reasoning
Social Studies
1. History

Teacher
writes a
story on
Storybird to
teach the
students
one of the
lessons
during the
Colorado
history unit.
Students get
to choose
the lesson
the teacher
writes

Remember
and
Understan
d Students
will recall
what they
already
know about
a certain
period in
history when
they chose
which lesson
the teacher
will present
as a story.

The teacher is
building off
what the
students
already know in
teaching the
lesson and then
once the lesson
is completed the
students will
either add on to
or discard the
information that
they already
knew about the
historical event.

Students are
given voice
and are codesigners in
the lesson,
because they
get to choice
which topic in
the Colorado
history unit
the teacher
writes a story
on in
Storybird.

At home:
Students read
the story
about either
Native
American
culture,
pioneering in
the Old West,
or the
Colorado
Homefront
during World
War 2. The
story will
serve as an

about:
Native
American
culture,
pioneering
in the Old
West, or the
Colorado
Homefront
during World
War 2. Then
after the
story, the
teacher will
further
discuss the
top relating
back to the
story as she
teaches the
lesson.
Standards
1, 2

2.
Geography
3.
Economics

Students will
then have a
deeper
understand
ing of that
historical
event after
the lesson
has been
taught.

Students
work in
groups of
four to
research
information
about the
history of the
United States
currency.
Students will
then work in
the groups to
write a story
on Storybird
that talks
about the
history of the
dollar in
some aspect
such as what
measurement
s of currency
are no longer
used or how
the dollar bill
has changed
over time.
Students will
also cite their
sources at
the end of
the story.
Standards
1,2,6,7

Analyze,
Evaluate,
Create
Students are
analyzing
the
information
they find
about the
history of
United
States
currency
and will then
evaluate
that
information
to see if it is
relatable to
the story the
students are
creating
and decided
whether or
not to
include that
information
in the story.

introduction to
the in class
lesson.
In class:
Students
discuss the
story and the
teacher uses
examples
from the story
for the in-class
discussion and
lesson.

The stories
provide an
alternative
assessment
form for seeing if
students
understand the
history if U.S.
currency.
Students are also
exhibiting what
they learned
through the use
of Storybird.

Students are
given voice
or get to
choose how
they exhibit
the
information
they learned
about U.S.
currency.
Students get
to decide what
information
they will
include in their
story and how
they will write
their story.

4. Civics
Science
1. Physical
Science
2. Life

Teacher
creates a

Understan
d Students

Teacher has
student group

At home:
Student read

Science

story on
Storybird
that talks
about how
different
animals
have
different
characteristi
cs that help
them
survive in
their natural
habitat.
Teacher then
talks about
what
different
traits
animals may
have that
set them
apart from
different
animals.
Standards
2,3
Students are
given a week
to work in a
group of
three to write
a story using
Storybird that
discusses the
water cycle.
Each day the
teacher gives
the students
feedback on
their project
and allows
the students
to make
changes to
their stories
after the
teacher
proofreads
them.
Standards
1,3,6

3. Earth
Systems
Science

will be able
to
understand
that
different
animals
have
different
characteristi
cs that help
them
survive.
Students will
be able to
identify what
some of the
characteristi
cs may be.

animals with
similar
characteristics
together and has
students explain
why the animals
are similar. This
is step 1 and 2
for Gagnon and
Collays
Constructivist
Design Model.

Apply,
Create
Students
apply what
they learned
about the
water cycle
to create a
story that
teaches the
reader about
the water
cycle.

Instead of being
given a quiz or
test asking
questions about
the water cycle,
an alternative
assessment in
the form of a
story is created
by students that
show what the
students learned
about the water
cycle.

Differentiation
Learning
Disabilities
- EEOs

The teacher
can help the
student with
the writing
process if
the student
is struggling
with how to
write a plot.
Teacher
helps
student
navigate
Storybird.
Standard 1

In writing a
story using
vocabulary
words,
students only
need to one
to two
sentences
and the story
must be at
least five
pages long.
Student
discusses
what they

Apply and
Create
Students
apply what
they learned
about
context for
vocabulary
words and
use that
knowledge
to create
their own
stories.

Instead of being
given a vocab
test where
students define
the vocabulary
words, an
alternative
assessment is
given in the form
of a story where
students can
exhibit what
they learned
about context of
different

the story
about
different
characteristics
of different
types of
animals on
Storybird.
In class:
Teacher
elaborates on
being able to
identify
different
animals by
their traits
and has the
class group
animals with
similar
characteristics
together,
explaining
why the
animals are
similar.
Each day the
completion of
each story is
tracked and
posted for
students to
see. Students
are given
instant
feedback on
their story
each day in
class and are
given second
chances on
writing their
story by being
allowed to
make changes
to it after the
teacher reads
it that day.

Physical
Disabilities

Gifted/
Talented

Teacher
shows
students
how to use
the chapter
book portion
of Storybird
and how to
navigate the
website.
Standard 3

want to write
about with
the teacher
before the
process is
started.
Standards
1,2,3,6
Students
whom
experience a
handicap
with fine
motor skills
are paired
with a
partner to
complete a
story using
Storybird that
involves
vocabulary
words. The
more vocab
words that
are used, the
more points
the students
are awarded
with badges
handed out
for students
who earn at
least seven
points.
Standards
1,2,6
Students
create a short
chapter book
on Storybird
that in some
way involves
all of the
vocabulary
words for
reading and
writing.
Students will
analyze the
vocabulary
words and
select what
meaning they
wish the word
to have in
their story.
Standards
3,5

vocabulary
words.

Apply and
Create
Students are
applying
what they
learned
about their
vocabulary
words to
create a
story
involving the
proper
context of
vocabulary
words.

Analyze
and Create
Students
analyze
vocabulary
words that
have more
than one
meaning
and choose
which
meaning
they will use
for that word
in the
chapter
book that
they create.

Students are
graded based
on a point
system and
are given a
badge when
they earn at
least seven
points for their
story.

At home:
Students go
on Storybird
and see what
different types
of chapter
books there
are on the site
to get an idea
for the type of
book they
wish to write.
In class:
Students start
writing their
chapter book
and what they
dont finish in
class will be
homework.

Other
Reflection: I found Storybird to be a very useful tool that I can see myself
implementing in my future classroom. Storybird helps to expand the technology
circle in my TPACK, because it is another useful online tool that I can use to make
my lessons relevant to 21st century learning. There is overlap in my technology,

pedagogical, and content knowledge areas as well with learning how to operate
Storybird. This is because into order to use Storybird in a classroom, I need
technological knowledge to know how to operate the site, pedagogical knowledge
for how my lesson is taught, and content knowledge to teach the lesson and to
make the story relevant to the lesson. One aspect that I wish would be included in
Storybird would be the ability to use artwork by different artists in the picture books.
Being able to do that would allow my future students and I the ability to create more
diverse and complex stories.