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WRITTEN COMPONENT 3
Stephanie Van Eps
LITR 630
2 July 2015

Introduction
A podcast is a digital broadcast that can be uploaded to the Internet in order to
share with a wider audience. Because of the relative simplicity of creating a podcast
and the need to reach 21st century learners in new and effective ways, more and
more teachers are turning to the use of podcasts in their classrooms. In fact, it is
appealing because learners can create content relatively quickly and easily, often
collaboratively, with the intention and capacity to reach an authentic audience.
Podcasting does not require a high level of technological knowledge, its product is
reusable and portable, and it supports learning in that the creative process []
(Smythe & Neufeld, 2010, p. 489). As teachers, we know we must integrate
meaningful technology into our instruction. However, many teachers resist
technology because of the fear that it will be too challenging for themselves and for
their students. Enter the podcastan easy yet effective way to create meaningful
interactions with technology that supports learning. This lessonspanning the
course of one school yearhopes to take a practice I used in my classroom this past
year but make it one that is manageable and much more impactful for students.
Last year, I used my iPad to assess students using the one-minute oral fluency
assessment and the Multi-Dimensional Fluency Scale. While the data was powerful,
the management of sitting with students became overwhelming at times. Further,
students never heard their own recordings, never self-assessed the recordings, and

WRITTEN COMPONENT 3
never had a peer assess the recordings. I believe creating podcasts will fix all of
these problemsby making students self-sufficient in the use of podcasts, by
allowing them to listen, assess, and track progress, and by having teacher and peer
feedback provided to them.
Standards
International Society for Technology in Education
This lesson meets Standard 1 of the ISTE, Students demonstrate creative thinking,
construct knowledge, and develop innovative products and processes using
technology, with particular attention to 1d., Identify trends and forecast
possibilities. The main purpose of conducting fluency assessments is to identify
personal trendswhat areas of fluency does a student need to addressand then
to set realistic goals by forecasting the possibilities based on trends noted. Students
can also do this for each other through peer assessment. By creating podcasts and
being able to listen to them more than once, students are able to construct
knowledge of the components of fluency, as well as how to work towards goals. If
we want our students to be confident, effective communicators in the coming
decades, we must prepare them to communicate through digital media (Dlott,
2007, p. 80). Part of being able to be confident and effective communicators is oral
fluency. Therefore, through identifying their own fluency trends and setting growth
goals, students are able to become confident in their communication skills in the
areas of fluency and technology.
It also meets Standard 2, Students use digital media and environments to
communicate and work collaboratively, including at a distance, to support individual
learning and contributing to the learning of others, with attention to 2a., Interact,

WRITTEN COMPONENT 3
collaborate, and publish with peers, experts, or others employing a variety of digital
environments and media. Through the use of podcasts, students are able to interact
with peers by listening to and assessing recordings using a rubric. In this way, they
know they are not only enhancing their own knowledge; they are also contributing
to the learning of others. Likewise, students will be able to interact with the expert
(teacher) in a more authentic way. This also creates a simple way to share with
other experts in the buildingliteracy coaches, speech-language pathologists, etc.
It attends to Standard 3, Students apply digital tools to gather, evaluate, and use
information, in particular to 3d., Process data and report results. By using the
evidence-based Multi-Dimensional Fluency Scale, students are able to process data
using a common language. Students are also able to report results using
quantitative (numerical score) and qualitative (written/oral) feedback. Through this
process, students come to a deeper understanding of fluency. According to Putman
& Kingsley (2009), Todays students are immersed in a world providing constant
access to various ICTs, and application of this technology is rapidly becoming a
regular part of their everyday lives. Thus, it is natural that educators, including
those who focus on literacy, increasingly [realize] Podcasts can be valuable tools
(p.100-101). The use of podcasts allows students to access the recordings anywhere
and with the ability to listen repeatedly in order to attend to all components of
fluency. They are also able to access assessments throughout the yearliterally
allowing them to hear their own growth as the year progresses.
Standard 4, Students use critical thinking skills to plan and conduct research,
manage products, solve problems, and make informed decisions using appropriate
digital tools and resources, is met, in particular 4c., Collect and analyze data to
identify solutions and/or make informed decisions. This is a key factor in how

WRITTEN COMPONENT 3
podcasts can assist in developing growth of oral reading fluency. When students are
able to analyze their own datato see where they are and exactly how they can
become more fluent readersthey are put in control of their own learning. By
making the simple shift to podcasts and allowing students to hear past recordings
as many times as needed and to hear their own growth, the fluency assessments
become more authentic. Likewise, having the opportunity to give and receive peer
feedback creates an invested learning communityone that supports the growth of
others.

Kentucky Teaching Standards

Standard 6 of the Kentucky Teaching Standards are all met through this lesson. This
standard includes the use of available technology to:

design and plan instruction

implement instruction that facilitates student learning

integrate student use of technology into instruction

assess and communicate student learning

demonstrate ethical and legal use of technology

This lesson meets the Kentucky Teaching Standards through the revision of an old
lesson. By designing instruction that builds off of an evidence-based assessment, it
shows the use of thoughtful integration of technology. The podcasts involved only
add to the benefits of the lesson and create more ease and authenticity. Further, by
creating my own podcast of disfluent and fluent reading that students can access
anywhere and anytime, this facilitates student learning not only inside the

WRITTEN COMPONENT 3
classroom walls, but also outside of them on an individualized and needed basis.
The main use of the podcasts will be the student use of the technology, both in
creating their own podcasts and evaluating others podcasts. The highlight of this
lesson is the ability to assess and communicate student learningthrough self,
peer, and teacher assessment. As always, the podcasts will demonstrate the ethical
and legal use of technology.
International Literacy Association Standards
Standard 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, is met through this lesson. Podcasts
have taken the traditional audio broadcast and transformed it into a portable,
digital media [] (Putman & Kingsley, 2009, p. 101). Similarly, by taking the old
way of fluency assessmentssitting with the teacher in a corner and reading out
loudto the 21st centurycreating podcasts that can be accessed anywhere,
anytime, and multiple timesthis lesson transforms how students are able to learn.
Standard 2.2, Candidates use appropriate and varied instructional approaches,
including those that develop word recognition, language comprehension, strategic
knowledge, and reading-writing connections, is also met through this lesson.
Working on specific elements of fluency (expression & volume, phrasing,
smoothness, and pace) allows students to analyze specific word recognition, how
fluency impacts comprehension, and strategic knowledge of the components of
fluency.
Standard 2.3, Candidates use a wide range of texts (e.g., narrative, expository, and
poetry) from traditional print, digital, and online resources, is met through this

WRITTEN COMPONENT 3
lesson by the use of grade-level texts. In my prior experience, students fluency
assessments tend to go down when reading non-fiction texts. Therefore, each
assessment will be comprised of both fiction and non-fiction texts. This will allow for
deeper analysis of the kinds of goals that need to be set for each student based on
genres, syntax, and vocabulary.
Standard 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, is met through the use of incorporating podcasts into the
one-minute oral fluency norms and the Multi-Dimensional Scale. Knowing that
fluency impacts comprehension means that teachers must find impactful ways to
incorporate fluency assessment and instruction. However, this can be time
consuming. Therefore, podcasts create a way for teachers to follow-through with
this important skill. Students are also able to provide feedback to peers, allowing for
a diverse community of learners.
Standard 5.1, Candidates design the physical environment to optimize students
use of traditional print, digital, and online resources in reading and writing
instruction, is met through both the use of a fluency station as well as the use of
podcasts. The fluency station allows for students to access recordings at convenient
times and independently. The use of podcasts allows for students to access
recordings outside of school or from their own devices in school.
Common Core State Standards
The following Common Core Anchor Standards are met through this lesson:

WRITTEN COMPONENT 3

CCSS.ELA-Literacy.RL.8.10: By the end of the year, read and comprehend

literature, including stories, dramas, and poems, at the high end of grades 6-

8 text complexity band independently and proficiently.

CCSS.ELA-Literacy.RI.8.10: By the end of the year, read and comprehend
literary nonfiction at the high end of the grades 6-8 text complexity band
independently and proficiently.

These are met through the nature of this lesson. This is a long-term and ongoing
goal. The real goal is that students will be able to read multiple genres of texts on
the high ends of grades 6-8 independently and proficiently. In order for this to
happen, students must have ongoing experiences with fluency and comprehension
work. Fluency assessments are one piece of this puzzle. The ability for students to
listen to, assess, and track their own growth will contribute greatly to these goals.
TPACK
Content knowledge is met through this lesson by using evidence-based
assessments in order to monitor student fluency. By creating common language to
assess and discuss fluency, students become empowered to engage in their own as
well as each others learning. Knowledge of pedagogy is met through allowing
students to have a stake in their own learning. Allowing students to access their
assessments, evaluate and create goals for themselves, and to engage in peer
feedback creates active learning. Further, through the use of podcasts, gradual
release of responsibility is shown. Instead of the old ways of the teacher calling the
student up at a specific time to read aloud, students can now create and access
older podcasts independently. Last, integration of effective technology is apparent
through the use of taking a best-practice and making it more accessible and
manageable through the use of technology. It is also show by using podcasts to

WRITTEN COMPONENT 3
create long-term goals for students. It is not a technology abused for noveltys sake.
Rather, it is used sparingly and purposefully. Davis and McGrail (2009) state, This
approach is not one to be used daily in the classroom but rather used selectively
and purpose fully from time to time (p. 528). Through the thoughtful use of
podcasts and assessments, this technology only enhances the already-purposeful
lesson.
Conclusion
The use of podcasts in order to assess oral reading fluency will make a large
difference in my classroom. While I valued the assessments last year, I found myself
overwhelmed and searching for the time to gather, record, and analyze the data.
The use of podcasts will help me to manage assessments and will take it a step
furtherit will allow for students to take an active role in these assessments. If the
podcast fluency assessments are successful, other elements of fluency instruction
can take place using podcastssuch as readers theatre, radio reading, and audio
proof-revising. Podcasts are a natural enhancement to reading and writing fluency.

References

WRITTEN COMPONENT 3
Davis, A. & McGrail, E. (2009). "Proof-revising" with podcasting: keeping readers in
mind as students
listen to and rethink their writing. The Reading Teacher, 62 (6), (Mar., 2009),
522-529.
Dlott, A. M. (2007). Creating podcasts inspires elementary studentsand prepares
them to speak
through digital media. Educational Leadership., 64 (7), 80-82.
Putman, M. & Kingsley, T. (2009). The atoms family: using podcasts to enhance the
development of
science vocabulary. The Reading Teacher, 63(2), 100108.
Smthye, S. & Neufeld, P. (2010). Podcast time : negotiating digital literacies and
communites of
learning in a middle years ELL classroom. Journal of Adolescent & Adult
Literacy, 53(6), 488
496.