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Kelly Wheatley

Mary Morgan
LITR 630
June 28, 2017

Apps Written Component


Duolingo is language-learning app designed for people wanting to learn new

languages. It has lessons in 23 different languages, including English, so it can help

support ELs. Students can work at their own level to write sentences, translate

sentences, speak sentences, etc. The WIDA writing rubric identifies 3 key areas for

writing development: Linguistic Complexity, Vocabulary Usage, and Language

Control. This app provides increasingly complex levels that will help develop

student writing in these areas. Levels can address many of the CCSS standards in

the language progression such as L.3.1f. Ensure subject-verb and pronoun-

antecedent agreement; L.4.1g. Correctly use frequently confused words

(e.g., to/too/two; there/their); and L.5.1d. Recognize and correct inappropriate shifts

in verb tense.



Duolingo: Element 2.2 1 c. Use 6.2 Uses Free!
Candidates use models and available
appropriate and simulations to technology to
varied explore implement
instructional complex instruction
approaches, systems and that facilitates
including those issues student
that develop learning.
word The app
recognition, provides The app
language language allows
comprehension, models and students to
strategic speaking work at their
knowledge, and simulations to own levels
readingwriting allow for individually.
connections. practice.

The app will

allow students to
language skills in

Khan Academy

Khan Academy offers FREE lessons in multiple subjects from Science to

Career/Tech, although I find it most helpful for its math instruction. While I know

this isnt a literacy strategy per se, it does address a key component of CCSS, which

is modeling. Students who are learning English may need multiple models to grasp

concepts and may need to review (and slow down) the model multiple times to

understand the content. Khan Academy allows students to watch and rewatch

demonstrations and most of the math videos are available in English and Spanish

with more languages being added. FREE!


Khan Element 5.1 c. Evaluate and 6.1 Uses Free!
Academy Candidates select available
design the information technology to
physical sources and design and
environment to digital tools plan
optimize based on the instruction.
students use of appropriateness
traditional to specific tasks This site
print, digital, supports
and online Students will teachers and
resources in use the videos BAIs in
reading and and lessons to planning
writing support lessons to
instruction. learning. support

Phonics Genius

Designed for younger students: K-2

Phonics Genius allows students to engage in phonics and word work. It is good for

reinforcing patterns to help support decoding while reading and well as spelling

when writing. CCSS standards address decoding at multiple levels: CCSS.ELA-

LITERACY.RF.K.3: Know and apply grade-level phonics and word analysis skills in

decoding words. Grade level is always subjective when teaching ELs: some students

maybe at a Kindergarten level in English while others may be at a higher level, but

all beginning learners need word work.


Phonics Element 2.2 1 c. Use 6.2 Uses Free!
Genius Candidates use models and available
appropriate simulations to technology to
and varied explore implement
instructional complex instruction
approaches, systems and that facilitates
including those issues student
that develop learning.
word The app
recognition, provides The app
language phonics allows
comprehension, models and students to
strategic speaking/ work at their
knowledge, and listening own levels
reading simulations to individually
writing allow for
connections. practice.
Sentence Builder

Designed for younger students: K-3

Sentence Builder is an interactive tool to allow student to practice building

grammatically correct sentences. CCSS standards address language and writing at

multiple levels. For my high school students applies here: CCSS.ELA-LITERACY.L.9-

10.1.B: Use various types of phrases (noun, verb, adjectival, adverbial, participial,

prepositional, absolute) and clauses (independent, dependent; noun, relative,

adverbial) to convey specific meanings and add variety and interest to writing or

presentations. I love how this could support subject/verb agreement as well as

preposition and pronoun use.


Sentence Element 2.2 1a. Apply 6.2 Uses $4.99
Builder Candidates use existing available
appropriate and knowledge to technology to
varied generate new implement
instructional ideas, instruction
approaches, products, or that facilitates
including those processes student
that develop learning.
word Students can
recognition, use the app to Students can
language create original work at their
comprehension, sentences own
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knowledge, and linguistic level.
reading complexity
writing and language
connections. control skills.
Learn English, Speak English with Speaking Pal

This app allows English Learners to talk to a video character in simulated

conversations. It analyzes speech through voice recognition software and provides

feedback on speaking. It includes a combination of text, voice, and video. This

would be an awesome app to get ELs to practice speaking. The ACCESS test format

is similar, so this could help students become more comfortable speaking into a

computer to an automated character. This app helps meet WIDA Speaking

standards for Social and Instructional Language: Level 1-Level 5. CCSS standards

CCSS.ELA-LITERACY.SL.1.4. Describe people, places, things, and events with

relevant details, expressing ideas and feelings clearly.


Learn English, Element 4.2 c. Use models 6.1 Uses FREE for the
Speak English Candidates use and available beginning
with Speaking a literacy simulations to technology to listening
Pal curriculum explore design and levels: higher
and engage in complex plan levels require
instructional systems and instruction. upgrade or
practices that issues membership
positively to access the
impact The students advanced
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with the participate in
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on the app also
help students
learn about

This assignment allowed me to focus on integrating more differentiation and

support for ELs. In thinking about my classroom, I have a diverse group of learners

who need opportunities to work at their own language development level in

content. While I can do scaffolded whole class lessons and modify assignments to

adjust for the different levels, many students need more small group and one-to-one

instruction. Incorporating centers into my classroom can help provide time for me

to work with small groups while other students can use technology to build their

skills. I like the idea of integrating apps that work on phonics and sentence building

that I can then assess on a rotating basis in small group. I have resisted centers in

my classroom because inevitably, there would be students who would not do as

expected which would distract me from my small groups. Codis revelation that

iPads can be controlled and limited to just the assigned apps, alleviates my fears of

students being off-task during center time. In this lesson I learned how students

could use apps to support their learning and help me differentiate more in my class.