Literacy iPod and iPad Project
The iPod Touch and iPad mini have transformed the learning experience for students in 19 classrooms in School District No. 42. Grades 2, 3 and 4 students at Albion, Alexander Robinson, Davie Jones, Hammond, Harry Hoogie, Golden Ears, Kanaka Creek, Whonnock and Yennadon Elementary schools have the unique opportunity to use iPod Touches and iPad minis within their classroom setting.
With district support, each of the teachers has integrated the use of the iPods or iPad minis into their daily literacy teaching routines. These new tools are allowing teachers to observe how technology can be used to improve student learning, specifically regarding reading fluency. The specific goals of the project are to increase student’s engagement in school, reading fluency, and oral language abilities.
Students digitally record reading samples, listen to literature recordings as well as interact with a variety of applications and resources.
Student self-evaluation is key to the project. Students use the devices to record themselves reading a variety of books then they listen to their voice memos to improve their fluency accuracy, phrasing, smoothness and pace.
Students also use a number of other applications to supplement their learning in other curricular areas. The iPods and iPad minis provide a new learning experience for students of the 21st Century and is making a real difference with reading fluency in School District No. 42.
Enhancing Reading Fluency with the iPod and iPad
School District No. 42 launched its One-to-One iPod Touch and iPad mini Program to improve reading fluency, student engagement, and students’ attitudes about reading. The pilot project began with students from grades 3 and 4, and has proven very successful.
| Reading Fluency – the ability to read aloud with understanding and with meaningful expression that enhances the meaning of the text. This includes expression, pacing, smoothness, volume, and phrasing. The Voice Memos app allows students to record themselves reading then playback their recording so that they can follow the text and listen to themselves read. Students are in this way able to get instant feedback about their reading proficiency. |
In the early stages of the program, the teacher talked with students about characteristics that make good readers and introduced the class to the reading fluency scale. This preliminary guidance helped students identify key components of reading fluency, including accuracy, phrasing, smoothness, and pace.
As students began to listen to their recordings, they were able to assess their fluency and recognize their errors. For many of these students, this was the first opportunity to listen to themselves read. They all found it very empowering. Students were also able to save their recordings and share their improvements with their teachers and parents.
Between January and May
In January, at the beginning of the program, teachers had students do minute-long recordings of themselves reading. Between the two fluency assessments (January / May), teachers worked with students and their iPods on a variety of activities designed to improve reading fluency. In May, students re-read and re-recorded the same passage, which by this time they hadn’t seen in 4 months. Teachers were then able to carefully review and assess each of these recordings outside of class time.
For assessment, teachers used the Multidimensional Fluency Scale adapted from “The Fluent Reader” by Timothy Raninsk. The same sheet was also used to score the second recording in May. This consistency gave teachers added insight into the progress each student had made over the 4-month period.
Becoming a Fluent Reader
To become fluent readers, students need to hear models of fluent reading that include both a variety of genres as well as samples with rich, lyrical language to spark interest. Essential parts to this daily reading program are providing every child the opportunity to read something he or she chooses, understands, connects to, and talks about with their peers, plus providing the ability to listen to a fluent reader.
Class activities included listening to audio books, listening to book apps with “read to me” options, and accessing the TumbleBook Library. The students also used the Learning A-Z’s “On Your Own” app to access a library of over 300-leveled eBooks. The iOS devices allow the students a great deal of choice in what they read and listen to.
Within One-to-One iPod Touch and iPad mini Program, iPod and iPad-based activities included listening to audio books, listening to book apps with “read to me” options, and accessing the TumbleBook Library. The students also used the Learning A-Z’s “On Your Own” app to access a library of over 300 leveled eBooks.
| TUMBLEBOOK LIBRARY – Tumblebook library access allowed students to listen to a recorded fluent oral story and to follow along with the text. Students could then record themselves reading the same book or passage in “Voice Memos” and self-assess their reading with the fluency self-assessment form. Being able to listen to themselves read and being able to discuss their reading with the teacher proved a powerful learning tool for many students. |
Other activities included reader’s theater, choral reading, radio reading, paired reading, and buddy reading. Students also used their iPods and iPads to practice their oral poems and speeches, and to create and record their own stories.
The use of the iPod Touch and iPad has proved an exciting endeavour that has enabled teachers to work effectively on reading fluency with their students and to make assessments more accurate.
The iPod and iPad has given students an engaging way to practice their reading while receiving instantaneous feedback. It has also given students, teachers and parents the opportunity to hear the improvements made over a short period of time. It has proven an excellent tool that teachers can use to enhance student learning in the classroom.
Parent Interview:
