SAMR & Real-World Learning

Framework

By: Ally, Andrew, Cameron, and Emily

Ultimate goal

To improve early elementary (K-3rd)

learning in English/Language Arts
Substitution

● Online reading book

● Tracing letters on an Ipad

Augmentation

● Click on a word and it will

sound it out for you

● Have a video to play along

with the sentences
Modification

Technology allows for significant task redesign

- Algorithm that can tell what your struggling with and can
give you instant feedback on what you are struggling
with.
- Writing games that if you get it wrong you lose and
receive instant feedback.
Redefinition

1. Write their own stories and include

pictures
● This allows for students to get
instant feedback and help with
spelling and grammar
2. Read their peers’ stories and see if
they understand what is being told
● This allows students to respond
back to what their peers have
wrote
Our Recommendation

Our recommendation is to use youtube to build positive community online

resources for the Augmentation level. For our example of augmentation, the
students will be learning and practicing how to break words apart by their
syllables. By using YouTube, it protect Children’s Online Privacy Protection
because no information is needed to watch a video. In our classroom, we will
notify the parents we are using YouTube as a resource, while assuring them
that no information will be shared because it is unnecessary.
Resources
https://www.youtube.com/watch?v=hjBmlz0JBtQ
Dinosaur Syllables by The Primary Techie
CC BY
The recommendation of youtube videos will give the students the time to
practice what they have learned so far. The students can practice sounding out
their syllables to go with the video similar to this.
Resources
https://www.youtube.com/watch?v=SUT65UWHEAI

Syllables by Rolando Coto

CC BY
A video like this can play before every lesson explaining how to sound out
syllables or how to do the exercise. This would give the student a good
foundation and something to build off of. This video would be more
beneficial for older elementary students, because it will be difficult for
younger students to understand sounding out syllables through this process
CC BY

This license enables reusers to distribute, remix, adapt, and build upon the
material in any medium or format, so long as attribution is given to the
creator. The license allows for commercial use.
Scenario

In Ms. Smith’s second-grade reading class, they have been reading Flat Stanley. She read the book out

loud to the kids, as well as popcorning on some students to read out loud to the class. She has given the

students assignments on paper to practice certain skills, such as compare and contrast, adjectives, cause

and effect, and filling out a story arc. Ms. Smith has asked her students to write a letter to Stanley giving

him advice, to ask questions, and any other elements they would like to write about to show that they

understood the book. They then have to share their letter with the class.
Components Barriers
Reading out loud -Stress and anxiety of randomly
getting picked to read (9.2)
-Limited visual information other
than the actual text (1.3)
Assignments -Only on paper(4.2 and 5.2)
-One language (2.4)
Writing a letter -Only one form of media for
communication (5.1)
-Individual assignment (8.3)
Oral presentation -Stress and anxiety of public
speaking (9.2)
UDL Solution
- Picking those only who raise their
hands to read.
-Listen to the audiobook to read it
out loud.
-Using photos to demonstrate some
of these scenes, such as when the
bulletin board falls on Stanley.
-Look up videos that summarizes a
chapter or reads the chapter out loud.
-Provide the book in a different
language.
-Use Google Translate to other
languages needed.
- Encourage collaboration and make
a group project.
-Allow students to brainstorm as a
group, then write the letter by
themself
-Allow more than one form of a
project; such as making a
presentation, TikTok, etc
-Provide coping skills for anxiety of
public speaking.
Component- Reading out loud
Barriers- Limited visual information other than the actual
text (1.3)
Solution- Using photos to demonstrate some of these scenes,
such as when the bulletin board falls on Stanley.
Making it accessible- Having captions underneath the picture
to explain what is happening in the picture. Using the WHEN
and HOW methods
Component- Assignments
Barrier- Only on paper(4.2 and 5.2)
Solution- Look up videos that summarizes a chapter or reads
the chapter out loud.
Making it accessible- Using the captions below, so students
could read along with the video. As well as, posting the
video to the classroom page so students can go back and
watch the video again if needed.
Component- Reading out loud and Assignment

Barriers- Limited visual information other than the actual

text (1.3) and One language (2.4)

Solution- Listen to the audiobook to read it out loud and

Provide the book in a different language.

Making it accessible- Allowing the student’s to pick which

version works best for them, instead of forcing all students
to do it one way or as a group.