learning spelling words on the Spellosaur app

Two specific students are assigned to each of the thirteen iPads for Write Words (spelling words) learning.

Each iPad includes the "full" version of the Spellosaur app.
Spellosaur is an app that provides multiple and various experiences to support a student in developing mastery of "spelling words".

utilizing Spellosaur on student iPads-

A Spellosaur account was created for each of the two students assigned to the iPad on each of the iPads (for example- Spellosaur accounts were created for students A and B on iPad #1 and Spellosaur accounts for students C and D were created on iPad #2 and...).

Within each students' individual Spellosaur account, ten Write Words for learning focus were added to create a "list".
-Students referenced their individual "word lists" (containing highlighted words for learning specific to the student's individual demonstration of Write Word "mastery") to identify ten words to add as a "list" in their Spellosaur account.  Students "marked" (circling the "S" in the box before the highlighted word) the words on their individual word lists that were added to the Spellosaur app.

As students demonstrate consistent accuracy with the "practice" and "test" options within the Spellosaur app, a second "list" of ten Write Words are added to the student's Spellosaur account (and documented on the student's individual and current "word lists") and the initial list of ten words are included within a "review" list.

   As students demonstrate consistent accuracy with the "practice" and "test" options within the Spellosaur app relevant to the current list AND demonstrate consistent accuracy with the "practice" and "test" options utilizing the words on the "review" list, a third "list" of ten Write Words are added to the student's Spellosaur account (and documented) and the second list of ten words are included within the "review" list.
   -and the process continues...

learning spelling words on the iPad

Supportive of the students' development of Write Word (spelling word) "mastery" (accurate and consistent spelling of the word in isolation and in context), students engage in a variety of activities focused on the accurate and consistent spelling of individualized (individual words for learning are identified for each student) Write Words.

a Butterfly learning his individual Write Words
with the Spellosaur app on the iPad

 

Monday- Thursday, students alternate learning individualized Write Words on the iPad or through a Write Word choice learning activity (examples of Write Word choice learning activities include: pencil-marker-crayon, write-type-write, rainbow writing, word ladders, and...).

A "Write Words on the iPad" chart was created assigning two students to each of the thirteen iPads.
-The chart includes five columns and fourteen rows.
-The initial column lists the iPads by iPad number (for example: "iPad #1") and titles each row.
-Each of the proceeding four columns are titled along the top row with the days "Monday", "Tuesday", "Wednesday", and "Thursday".
-The two students' names (specific to the iPad number) are listed within the corresponding iPad row and alternate across the columns titled with the days Monday-Thursday (for example- student A's name is listed in the row of "iPad #1" under the columns titled "Monday" and Wednesday" and student B's name is listed in the row of "iPad #1" under the columns "Tuesday" and "Thursday".

During our arrival routines, students reference the Write Words on the iPad chart to determine if Write Word learning will be on the iPad or through a Write Word learning choice.
-Students making a Write Word learning choice use the individual "word list" (with Write Words for learning highlighted that are individualized to the specific student) and identify and mark ("X" within one of multiple boxes next to the highlighted word) five words for focus.  A Write Word learning choice is chosen and the five words of focus are practiced as the Write Word learning choice is completed (with additional practice of three-five of the five chosen words).
-Students assigned to the iPad for Write Word learning locate the "write words" folder on the "word work" page of the iPad and use the Spellosaur app within the folder.  Students identify their individual user account on the Spellosaur app and "learn", "test", or "review" words (based on the individual progress of the student).
 

Love to Count app

Love to Count app on the iPad

"Monday" iPad Math Learners accessed their individual Love to Count (by Pirate Trio) app account on their shared math iPad (shared with one other Butterfly) to engage in number sense activities during our arrival routines!

Sight Word BINGO on the iPad

Using the Classroom BINGO app, the first grade Butterflies played BINGO with Read Words (sight words) on the iPad. 

The Butterflies worked with an iPad learning partner to identify the Read Words "called".

Butterfly partners playing Sight Word BINGO

practicing Sight Word recognition
with the Classroom BINGO app on the iPad

subitizing on the iPad

Utilizing the AVG adapter to mirror the teacher iPad onto the SMARTboard, the first graders explored how "mathematicians look for and find patterns and groups within sets to recognize a quantity quickly and accurately" (subitizing) through the use of the Subitising Flash Cards app (Little Monkey Apps).


a Butterfly sharing a strategy he used to subitize

 After opportunities to subitize, sharing strategies for subitizing, and opportunities to apply various strategies to subitize effectively, the Butterflies engaged in multiple and various subitizing  experiences cooperatively and collaboratively with their "math learning partner", utilizing the Subitising Flash Cards app on our iPads.


subitizing on the iPad




Butterflies cooperatively and collaboratively subitizing on the iPad
using the Little Monkey Apps Subitizing Flash Cards app



exploring apps on student iPads... continued

After completing the management and organization of the apps on the student iPads (see previous post), the first graders were so excited for the opportunity to re-explore the apps and to explore the "new" apps available!

Prior to the Guided Discovery of the apps, a Guided Discovery of the iPad pages and organization of content pages, folders, and apps was utilized.

The first grade Butterflies referenced the "content page" and folder names (for example- math page 1 in the place value folder) when sharing apps discovered and recommended.  The Butterflies applied the organization of the content pages and folders to locate apps shared.



partners exploring the
Step Up Number Board app in the "100 charts" folder




partners solving addition word problems on
the Robo Learning app in the "word problems" folder on the math page



app organization on student iPads

To support the students' identification of apps on the iPad and to organize the apps for the management of students' use relevant to content, I created content specific "pages" and application specific "folders".

managing app content on 13 iPads
1. I created a spreadsheet listing the 13 iPads (by number) and the apps that each iPad "should" have.

2. I lined the iPads in numerical order.  I went through each iPad and verified the inclusion of each app on the spreadsheet to each of the iPads.  Apps that were not on an iPad were downloaded and then marked as included after each app download was complete.

3. I sorted each app into "content" specific groups (for example- math, writing, word work,...) by using various colored highlighters.  I chose a unique color of highlighter for each "content" (for example- pink highlighter for math, blue highlighter for writing,...).  I highlighted the apps on the spreadsheet relevant to the "content" of focus.  I did not highlight productivity apps.  Productivity apps and "other" apps were not highlighted initially to determine placement within pages after "content" specific apps were organized.

organizing app content on 13 iPads
1. I chose one "content" (for example- math) to begin the app organization.  With the iPads lined in numerical order, I began "moving" apps relevant to content of focus (for example- math) to the initial "page(s)" of the iPad and apps not relevant to the content of focus (for example- word work) off of the initial page(s) and onto proceeding pages.  After completing this process on one iPad, I proceeded to the next iPad until all 13 were complete.

2. I repeated step #1 (above) with each "content"... creating "pages" #1-3 on each iPad containing math apps, pages #4-5 on each iPad containing word work apps, page #6 containing reading apps, page #7 containing writing apps, page #8 containing productivity apps, and page #9 containing "teacher only" apps on each iPad.

3. With the apps sorted into content specific pages on each iPad, I chose one "content" (for example- math) to begin creating "folders" of apps.  I referred to the spreadsheet of apps (referencing the apps highlighted in the color of my content focus) and referenced the app list that I created (aligning effective apps to each of the First Grade Common Core Standards) to identify apps supportive of a specific strategy, skill, or behavior within each content area (for example- identifying apps specific to the skill of counting in math).  

4.  I determined a "folder" name to identify the apps within the folder (for example- a math "folder" named "counting and #'s") and created a folder containing the relevant apps.  I noted folder names and apps contained within each folder on the initial spreadsheet created).  After completing this process on one iPad, I proceeded to the next iPad creating replica folders and app arrangement (arrangement of folders and arrangement of the apps within each folder) until all 13 iPads were "identical" in the content area of focus.

5. I repeated steps #3-#4 (above) for each content area... creating pages #1-2 on each iPad as "math", page #3 as "word work", page #4 as reading, page #5 as writing, page #6 as cross-curricular apps, page #7 as productivity, and page #8 as "teacher only".  On the "teacher only" (last "page" on each iPad) page I created a folder named "NO..." containing the settings app, App Store, and... additional applications that the students are not permitted to access.

and...
After the apps were organized on each iPad (each of the 13 iPads are identical in content, folder names and arrangement, and app arrangement (within each folder or independently on a page), I revised the initial spreadsheet.  The revised spreadsheet lists the 13 ipads by number and is organized by "content".  Within each content area (for example- math), the folder name is listed with corresponding apps listed contained within each folder on the iPad.  Apps independent (not contained within a folder) are listed.

-As additional apps are downloaded, the spreadsheet is revised to reflect the inclusion of the app on each iPad, the content specific strategy, skill, or behavior focus of the app, and the location of the app on each iPad.  (With each downloading of an app, the app is immediately arranged on each iPad to continue the organization of the app content on each iPad.)

so...
After approximately 17 hours of organizing... the iPads are identical in content and organization.  YIPEEEEEE!

Although the process was exhausting and frustrating at times (many times- tee! hee!)... the outcome is a life-saver within the classroom!  
The students are able to locate apps successfully with independence, I know the apps available on the student iPads relevant to supporting each content and strategy, skill, or behavior within each content area, I have utilized the folder names to guide students in apps supportive to their individualized learning and development, I have utilized folder names and one or more specific apps within the folder to guide students in apps to focus on specific content or a specific strategy, skill, or behavior, and...

teacher productivity- iDoceo app and Confer app

iDoceo- teachers notepad
The iDoceo- teachers notepad app (Bert Sanchis) is a useful teacher productivity app with various capabilities and potential uses.
The app is organized similar to a three-ring binder with tabs.  Multiple classes ("binders") can be created.  Unlimited and customizable tabs can be created within each class and unlimited and customizable columns can be added within each tab.

I use the iDoceo app to document student progress and data with...
-READ WORDS (sight words)

• documenting- total "mastered" words, "mastered" list(s), and the "instructional" list

-WRITE WORDS (spelling words)

• documenting- total "mastered" words, "mastered" list(s), and the "instructional" list

-STAGE OF SPELLING DEVELOPMENT

• documenting- "mastered" stages of development and the "instructional" stage of development

-DEVELOPMENTAL READING LEVEL

• documenting- "independent" reading level and "instructional" reading level

The iDoceo app provides an organized format for recording data and for monitoring and analyzing student progress.

Confer
The Confer app (David Lowe) is a teacher productivity app that documents and guides instruction.
The app provides the capability to record the "strengths", "teaching point", and "next step" for individual and/or multiple students with the additional capability of recording "tags".
Confer allows students to be flagged and/or grouped and provides the capability to sort by "level", "teaching point", "flag", "next step", "strength", and/or "date" supporting the utilization of the app to guide instruction.

I use the Confer app to document and guide instruction in...
-READING

• documenting independent and instructional reading levels
• documenting reading conference, strategy group, and guided reading instruction
• guiding conference, strategy groups, and guided reading instruction
• monitoring frequency of instruction 
• analyzing and identifying each reader's progress through instruction

-WRITING

• documenting writing conference and strategy group instruction
• guiding conference and strategy groups instruction
• monitoring frequency of instruction 
• analyzing and identifying each writer's progress through instruction

-WORD WORK

• documenting spelling stage of development
• documenting word study conference and strategy group instruction
• guiding conference and strategy groups instruction
• monitoring frequency of instruction
• analyzing and identifying each student's progress through instruction

-MATH

• documenting mathematical stage of development
• documenting conference and strategy group instruction
• guiding conference and strategy groups instruction
• monitoring frequency of instruction
• analyzing and identifying each student's progress through instruction

The Confer app provides a management tool for collecting data, documenting instruction,, analyzing progress, and utilizing data to guide instruction.

exploring apps on the student iPads

After learning about the procedures and routines for our iPads, the first grade Butterflies were more than anxious to learn about the apps!

Two days after introducing the iPad routines and procedures (on day 5 of school)... we did a Guided Discovery (Responsive Classroom) on our iPad apps.

Prior to the Guided Discovery, we reviewed the routines and procedures for the care and use of our iPads through student modeling and reinforcing language.

Through the Guided Discovery on our iPad apps, the Butterflies discovered, explored, and shared a variety of apps on our classroom iPads.

It was so exciting to observe the first graders cooperatively exploring the apps and collaboratively engaging in various apps!  All students were actively engaged in discovering the available apps and the capabilities within the apps!
Listening to the partners discuss and "review" apps (based on initial exploration) and share ideas and strategies for the use of apps was even more exciting!

After sharing our learning, the Butterflies were more than anxious again... this time to explore and use the apps shared!

partners exploring the Card Battle app
by Classroom Focused Software



partners collaboratively identifying sight words

partners cooperatively exploring a math app

partners discovering Baseball Math
by Classroom Focused Software