2015 2016 Innovation Education Grant

Application
Date of Application: 10/2/15
Principal: Susan Hallmark
Applicant: Christopher Croom

School: Addison Elementary School

Position: Media Specialist

Contact Information
Schools Address:
3055 Ebenezer Rd
Marietta, GA 30066

Phone Number: (770) 819-2521

E-Mail Address:

Christopher.Croom@cobbk12.org

Please respond to the following questions. Please be specific to each question.

1) What instructional/academic need(s) are you trying to address by implementing this
innovation?
By implementing this innovation, I am trying to accomplish two things: 1) increase both
interest in and motivation for reading amongst fourth and fifth graders; and 2) help students more
fully comprehend what they read by giving them the opportunity to retell, or summarize, books.
Although our older students check out books regularly, its unclear whether or not they
actually finish reading the books. When choosing books, they tend to wander around the media
center with seemingly little purpose, or they choose books theyve heard about (through movies
or word of mouth). Lessons intended to assist students in finding books that are both interesting
to them and on their reading level tend to fall on deaf ears for a certain percentage of students
(especially boys).
With over 90% of our students identified as English language learners, teaching literacy is
particularly challenging. But although our CRCT scores are high in English/Language Arts (over
90%), our Iowa Test of Basic Skills scores are much lower, with particularly low scores in
vocabulary (14%). The disparity between these sets of scores is unsettling, but can be explained
in part by a reluctance to read among many ELL students. My implementation will motivate
them to read more, which will ultimately improve both vocabulary and comprehension. For
students who are reading below grade level, my implementation may help them increase their
reading levels.

In addition, my implementation will address several other ELA standards. For instance,
since part of my implementation involves students creating book talks, or book reviews, students
will be quoting accurately from text when explaining it and drawing inferences from text
(ELACC5RL1), and determining the theme from details in the text (ELACC5RL2). Students
will also be retelling the plot in their own words, or paraphrasing. In addition, by recording their
summaries of the books, theyll address various Speaking and Listening standards, such as
engaging effectively in a range of collaborative discussionsand expressing their own ideas
clearly (ELACC5SL1).
2) What evidence/support exists for your innovation?
Reading reluctance in the upper elementary grades is not an uncommon phenomenon.
According to a study conducted by McKenna, Kear, and Ellsworth in the mid 1990s, reading
attitudes are the most positive in first grade, but tend to become more negative as students move
through elementary school, especially for lower scoring readers (McKenna, Kear, and Ellsworth,
1995). In addition, Eccles, Wigfield, and Blumenfelds investigation into reading motivation
concluded that the older certain elementary students get, the less they value reading (Eccles,
Wigfield, and Blumenfeld, 1993). In a survey performed by Maynard, Mackay, and Smyth, the
number of students who saw themselves as enthusiastic readers decreased as they got older
(Bogel, 2011).
In terms of factors that motivate students to read, the same survey conducted by Maynard,
Mackay, and Smyth revealed that the book recommendations valued most by students came from
friends (Bogel, 2011). Marinaks 2013 study involving motivation interventions asserted that
increases in the value of reading involves several factors, including choice, challenge, and
collaboration (Marinak, 2013). She also indicated that giving students authentic purposes for
reading can help develop intrinsic motivation. And according to Marinak, students reading
value was positively affected by how their friends felt about reading and whether or not they
discussed books that they read (Marinak, 2013).
My innovation would be a win-win scenario for our students. By having the authentic task
of creating a book review upon completing a book, students will be more motivated to read.
And, those students who listen to their peers book reviews will be motivated to read the books
because of the collaborative nature of sharing opinions and ideas.
3) What is your plan for implementation?
During the remainder of the calendar year, I will meet with the fourth and fifth grade ELA
teams to present my idea. During the months of January and February, they will be working on
writing opinion essays, which can be combined with creating book reviews. Students can use the
book reviews as a practice exercise in opinion writing by explaining what they think of the book
and why. In addition, students can begin using their opinion writing pieces to prepare their oral
presentations of the book reviews. In the meantime, I will start the process of purchasing
additional iPads for the media center.

Once students are ready to record their book reviews, which will most likely be in early
March, they will have the opportunity to use the AudioBoo app for iPads in either the media
center or their classrooms. AudioBoo is a simple, free app that allows you to record your voice
describing a book, and then take a picture of the cover of the book. These book reviews are
housed on the AudioBoo site on the internet and each has its own URL which is private unless
shared by the owner. In addition, using AudioBoo eliminates students from having to be
videotaped.
Using the URLs from the AudioBoo creations, the students and I will create QR codes for
the book reviews. These QR codes will be posted in the media center below a picture of the
book cover. As more and more book reviews are created, we will likely divide the reviews into
groups by genre. When fourth and fifth grade students visit the media center to find a book, they
can use the media center iPads to listen to the book reviews. Hearing other students discuss
books theyve read will create a collaborative atmosphere that will motivate students to both read
a book that has been reviewed, and create book reviews of their own.
4) How will you measure success?
Measuring the success of this innovation will mostly involve qualitative data, such as
informal questioning of students and observation on the part of the media center staff and the
fourth and fifth grade ELA teachers. When I meet with these teachers in the planning phase, I
will ask for names of specific students who are reluctant readers. As these students begin to use
the book reviews as a means of selecting books, I will ask them questions about their attitudes
towards reading and about the specific books theyre reading. I will rely on the teachers to
observe the students reading habits in the classroom to see how engaged they are when reading.
I will also observe the length of time it takes students to return the books. If theyre
returned too quickly, the books may not have held the students interest. Although this wont
necessarily mean the innovation has failed for the student, we may need to help steer the student
towards other book possibilities.
On the quantitative side, teachers keep track of students Fountas and Pinnell guided
reading levels. If these levels increase more than anticipated for the reluctant readers, we can
assume they are reading more and are challenging themselves. Informal interviews with the
students will help us understand if the book reviews have contributed to the increased reading.
5) What makes this idea innovative?
This idea is innovative for several reasons. First, iPads themselves are still innovative at
Fair Oaks. Classroom iPads were given to teachers for the first time this year, so students have
not even begun to explore all the possibilities that they have to offer, and the devices are still new
and engaging. Secondly, this plan will involve significant collaboration between the media staff
and the fourth and fifth grade ELA teachers. Although we have collaborated to some extent in
the past, this plan will open more doors to us and hopefully, lead to a true partnership. And
finally, this plan provides a relatively simple method for teachers to incorporate technology into
their teaching and an equally simple way to keep students engaged in reading and writing. With

students collaborating and sharing ideas about books, they can move to a higher level of critical
thinking.
6) Provide an itemized list of how the money will be used.
Item
Quantity
iPad Air 16 gb
3
Absolute Manage software
3
Hardcandy Shockdrop Series cases
3
TOTAL

Price
$379.00
$ 16.95
$ 33.96

Total
$1137.00
$ 50.85
$ 101.88
$1289.73

Although Cobbs bid list contains mini iPads, I decided to purchase the regular-sized ones
instead for a several reasons. First, weve had a few instances of theft at our school and Im
afraid the minis might be easy to steal. Secondly, when we use the iPads for other instructional
purposes, students might have trouble navigating certain apps on the smaller screen. Thirdly, the
cost difference per iPad is only $140, and when compared to the limitations of a smaller screen
and the potential negative impact that screen size might have on instruction, the extra money is
worth it. Purchasing Absolute Manage and county-approved cases for each iPad is nonnegotiable since the county mandates it.
Regarding the fact that the amount needed ($1289) is more than the $1000 grant allotment,
the grant money will pay for the first $1,000 and the difference will be made up with money
from book fair proceeds.
References
Bogel, G. (2011). Choosing the Right Book: Factors that Affect Childrens Reading. A Review
of: Maynard, S., Mackay, S., & Smyth, F. (2008). A survey of young peoples reading in
England: Borrowing and choosing books. Journal of Librarianship and Information
Science, 40(4), 239-253. Evidence Based Library And Information Practice, (1), 74.
Eccles, J., Wigfield, A., Harold, R., & Blumenfeld, P. (1993). Age and gender differences in
childrens self- and task perceptions during elementary school. Child Development, 64,
830847.
Marinak, B. A. (2013). Courageous Reading Instruction: The Effects of an Elementary
Motivation Intervention. Journal of Educational Research, 106(1), 39-48.
McKenna, M., Kear, D., & Ellsworth, R. (1995). Childrens attitudes toward reading: A national
survey. The Reading Teacher, 43, 626639.