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Emily OBrien

LITR630/Mary Morgan
Apps and Grants Assignment
1 July 2016

App #1: Sentence Builder


This app will be used to facilitate student learning in foundational skills within reading
and writing. It is appropriate for students in Kindergarten through second grade. Students will be
able to demonstrate their knowledge of a sentence by using this app (CCSS.RF1.1a). Students
will put sentences together by being able to identify first word, capitalization, and ending
punctuation. Students will also be able to practice fluency in grade appropriate sight words by
working on this app, this meets CCSS.RF.1.3g. I would use this application during literacy
centers as well as for struggling writers during our writing block time.
App
Sentence Builder
Interactive game that
assists students in
sentence structure,
grammar, punctuation,
and sight words.

ILA
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 use technology to
develop sentence structure
and comprehension of
created sentences.

ITSE

KTS

ISTE 1a: Apply existing


knowledge to generate
new ideas, products, and
processes.

KYTS 6.2: Uses available


technology to implement
instruction that facilitates
student learning.

This app allows students


to strengthen their
knowledge of sentence
structure, grammar, and
punctuation.

KYTS6.3: Integrates
student use of available
technology into
instruction.
This app on the iPad is
going to be used to
facilitate student learning
in the content area of
writing. The app allows
students to practice their
sentence knowledge in a
21st century way. Students
will be able to use this
app during writing time

for additional writing


practice.

App #2: Wet, Dry, Try Classroom-Handwriting without Tears


This application is beneficial for students in grades Pre-K to second grade. Students can
practice how to print all upper- and lowercase letters (CCSS.L.1.a). This would especially
benefit those students who are struggling with letter formation. Students will also gain an
understanding of the organization and basic features of print (CCSS.RF.1.1). The app shows
students the appropriate strokes needed to take in order to correctly write letters. I plan to use this
app to assist students gain the knowledge they need to print their letters in order to begin writing
sentences and appropriate writing pieces for first grade.
App
WDT (Wet Dry Try)
Classroom
App to help build
handwriting skills.

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 use a
digital tool to assist
them in development
of handwriting skills.
Students can learn
how to write letters as

ITSE
ITSE 1c: Use models
and simulations to
explore complex
systems and issues.
This app allows
students to use the
model to help assist in
letter formation and
also develop a
stronger
understanding of letter
formations.

KYTS
KYTS 6.2: Uses
available technology
to implement
instruction that
facilitates student
learning.
KYTS6.3: Integrates
student use of
available technology
into instruction. The
iPad is used
appropriately to
provide varied
instruction in phonics.
This interactive app
allows students to
have additional
practice with their
handwriting. Students
who struggle with

well as make the


connection to the
sounds of the letters.

writing formation will


benefit most from this
app. The app utilizes
Gradual Release when
it comes to practice
letter formation.

App #3:K12 Timed Reading and Comprehension Practice


This app I found would be very beneficial to students in grades K-4. For my first
graders there are a variety of standards this application would cover. The first would fall
under reading foundational skills; students can Read with sufficient accuracy and fluency to
support comprehension (CCSS.RF.1.4). This app can be set on each childs appropriate reading
level to help support the needs of that child. While using the application, students will be able
to Read grade-level text with purpose and understanding (CCSS.RF.1.4a). I would also use the
app to help students Read grade-level text orally with accuracy, appropriate rate, and expression
on successive readings (CCSS.RF.1.4b). Students will be able to practice their fluency by
participating daily on this app. After reading, students can practice their comprehension
knowledge by answering questions about the text at the end of each story (Ask and answer
questions about key details in a text CCSS.RL.1.1).
App

ILA

ITSE

K12 Timed Reading and


Comprehension Practice

2.2 Candidates use


appropriate and varied
instructional approaches,
including those that
develop word
recognition, language
comprehension, strategic
knowledge, and readingwriting connections.

ISTE 1a: Apply existing


knowledge to generate
new ideas, products, or
processes.

App to help readers


practice their fluency
and comprehension.

This application allows


students to strengthen
their fluency and their
comprehension. Students
are able to use their
reading skills and apply
them while using this

KYTS
KYTS 6.2: Uses
available technology to
implement instruction
that facilitates student
learning.
KYTS6.3: Integrates
student use of available
technology into
instruction. The iPad is
used appropriately to
provide varied

This app provides


opportunity for students
to develop deeper
comprehension and
fluency.

app to read.

instruction in phonics.
This app allows students
to have their learning
needs met on their
reading levels. Students
will work on their pace
to complete fluency and
comprehension practice.

App #4: Story Creator


The Story Creator app was created for K-2, but any student can use it. Students can gain a
sense of ownership by using this application to create their own stories. I would use this in my
classroom for students to produce their writing on a digital tool, this would meet the CCSS of
With guidance and support from adults, use a variety of digital tools to produce and publish writing,
including in collaboration with peers (CCSS.W.1.6). While using this app, students would gain
practice in the conventions of standard English capitalization, punctuation, and spelling when
writing (CCSS.L.1.2) and through writing or speaking their stories students would
Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking (CCSS.L.1.1). I plan to use this application for a writing project with my students
where they can create their own stories and use a voice over or type their words for their
stories. For those who need extra support, I can partner or group students together to create
a group story. Within their stories, students would also work on capitalization and
punctuation in sentences (CCSS.L.1.2a and 1.2b).
App

ILA

ITSE

KYTS

Story Creator
App that allows students
to create their own
stories using personal
touches, such as their
voice.

2.2 Candidates use


appropriate and varied
instructional approaches,
including those that
develop word
recognition, language
comprehension, strategic
knowledge, and readingwriting connections.
This app allows the
students to create writing
pieces using a digital
tool and can also allow
students to read their
stories aloud to record
their writing.

ISTE 1a: Apply existing


knowledge to generate
new ideas, products, and
processes.
ISTE 2a: Interact,
collaborate, and publish
with peers, experts, or
others employing a
variety of digital
environments and media.
This app allows students
to use their knowledge
of sentence structure and
writing to create stories.
The app can also be used
collaboratively with
peers to create stories as
a group or in pairs.

KYTS 6.2: Uses


available technology to
implement instruction
that facilitates student
learning.
KYTS6.3: Integrates
student use of available
technology into
instruction.
The app is used to
support students in
creating their writing
pieces through 21st
century technologies.
Students would produce
writing using a digital
tool.

App #5: Hooked on Phonics: Learn to Read 1st Grade


This application was made specifically for first grade, but there are other version that can
be implemented into other grade levels. For this particular app, students gain further knowledge
in how to Orally produce single-syllable words by blending sounds (phonemes), including
consonant blends (CCSS.RF.1.2b). Students are also able to Know and apply grade-level phonics
and word analysis skills in decoding words throughout the use of the application (CCSS.RF.1.3).
I would use this app with students who are beginning to read in order to reinforce their skills.
This app would be beneficial to use for students of all different levels. This app also helps
build sight word fluency (Recognize and read grade-appropriate irregularly spelled words
(CCSS.RF1.1.G). This app would be used to help develop confidence to foster reading
success.

App
Hooked on Phonics:
Learn to Read 1st Grade
App that teaches
beginning consonant
blends and sight words.
Also helps with building
fluency.

ILA

ITSE

2.2 Candidates use


appropriate and varied
instructional approaches,
including those that
develop word
recognition, language
comprehension, strategic
knowledge, and readingwriting connections.

ISTE 1a: Apply existing


knowledge to generate
new ideas, products, or
processes.

This app allows students


to develop word
recognition and
knowledge of letters
sounds.

This app allows students


to apply their phonics
knowledge as well as
construct new
knowledge regarding
phonics and reading
foundational skills.

KYTS
KYTS 6.2: Uses
available technology to
implement instruction
that facilitates student
learning.
KYTS6.3: Integrates
student use of available
technology into
instruction. The iPad is
used appropriately to
provide varied
instruction in phonics.
This iPad app facilitates
student learning in the
content area of blends
and sight word fluency.

TPACK Connection:
Implementing these apps allow the TPACK model to be present within my classroom. To
incorporate these apps on iPads within the classroom, teachers must have content knowledge
(CK) and pedagogy knowledge (PK). They must understand the content to teach and must also
know the best way to teach it. TPACK is acquired when teachers additionally gain technology
knowledge (TK): when they effectively and appropriately integrate technology into the learning
process (Davies, p50, 2011). Content knowledge of searching for apps, reading about the apps,
as well as playing on the app myself has given me the information needed to teach my students
how to use the app and what content knowledge they would previously need in order to be
successful. Using a variety of apps and different forms of digital technology demonstrates
evidence of different pedagogical approaches. Students will use their previously gained
knowledge of different standards addressed and transfer their content knowledge to the apps on

the iPads. The pedagogical approach was covered through how to teach the content (the different
apps with different ELA standards addressed). Students (with teacher support) can work through
the apps to further understand concepts of print, sentence structure, strengthen their fluency,
identify sight words, etc. Each of these applications will be shown to the class in small group
format in order for students to understand how the app works. The teacher will describe the app
first, then students will be able to collaborate with the app, then students will be able to use the
apps individually or continue collaboratively with peers. The use of technology in the classroom
is important because technology enhances learning and the resulting expectation that teachers
and administrators should integrate technology into their school activities (Dacies, p50, 2011).