Literacy Now

Of all the educational tools available in Apple's App Store, those aimed at reading and language arts are pretty scarce, especially for older students. And although a plethora of interactive storybooks and e-reading apps are available, literacy tools can be harder to find—but they do exist.

Whether you have a single iPad in your classroom, or are in a 1:1 setting, these reading-related apps are worth taking the time to review.

FREE APPS

YALSA's Teen Book Finder: The Teen Book Finder is a fantastic resource for discovering the best books/media for teens. These selections are made through a collaboration of librarians and educators throughout the United States, and all the books included have been recognized by the Young Adult Library Services Association (YALSA). The app allows users to search for reading material by title, author, and genre, as well as by award or list. Features include a reading list function with social media sharing capability, a favorites button, a local library locator, and a “Hot Picks” section which features three popular titles a day. The Teen Book Finder boasts plenty of reading inspiration for young adult audiences, combined with the cool factor only an app can provide.

Best Books For...: Peekaboo Studios offers a series of apps that allows users to find books based on age—Best Books for Babies, Pre-K, Tweens, and Teens are included among this group of free apps. Each offers a selection of age-appropriate reading suggestions, as well as brief descriptions of the included titles. Users can view the suggestions as a list, or by choosing a topic of interest. These apps are certainly not perfect—the lists are far from exhaustive, and do not necessarily contain the highest quality reading choices for each age group. But for intermediate and older students who may be reluctant readers, these apps can be a useful tool for rousing reading interest. Also available for Nook, Kindle, and Android.

ICDL: The International Children's Digital Library app is a collection of free children's books from around the world. These books are available in a large variety of languages, the books are beautifully illustrated, and a large quantity of titles can be found for a wide age range. The app is completely free, with no hidden in-app purchases and no advertising. The purpose of the developers is to provide books to underserved children who may not have access to libraries. ICDL contains a search feature with extensive options, making it easy to browse books that meet very specific criteria. Although the books contained in this app aren't likely to be new releases, it is an excellent resource for classic literature and/or ESL classrooms, and all the functions are very child-friendly. Some users have reported problems with crashing, but we have not had this problem.

Constant Reader Free: This app allows users to create book lists for reading history, favorite authors, favorite books, etc. These lists can be shared via email and updated or reordered as needed. Features include the ability to rate books, share favorites through social media, and add personal notes to reading selections. Users can also receive recommendations based on reading preferences, and write their own reviews. The downside to this app is that the free version only allows for one book to be added per day, which would make adding past reading history very time consuming. A paid version of the app is available for $4.99 if users find this to be an unacceptable limitation. Regardless, Constant Reader is a useful tool that allows for students to keep track of and categorize the books they have read throughout the school year. Teachers should be aware that this app is not designed specifically for students, and it allows users to read collective notes and reviews for all book titles.

PAID APPS

Kids' Book Finder ($1.99): With nearly 27,000 critically reviewed books in its database, this app is a treasure for teachers, parents, and students. he most impressive feature this app offers is the ability to search for books based on grade level, topic, genre, awards, or a combination of any of these categories. It is also possible to search the catalogue by title, author, illustrator, or keyword. A list feature allows for the creation of a book list that can be shared via email. This feature is somewhat underdeveloped, as it would be more useful if multiple lists could be made, saved, and edited. Despite this small flaw, Kids' Book Finder is an incredible resource for finding quality books for children of all ages, and the detailed search function is a unique feature that makes it worth buying.

LevelFinder ($1.99): Leveling your classroom library just got easier! If your students participate in Accelerated Reader, this app is a must-have tool. It allows the user to find AR levels, point values, and quiz numbers for over 126,000 AR titles. Books can be searched by full or partial title, author, level range, or point range, making it much easier for students to find book suggestions for their reading level. This search function is what makes this particular app unique. However, perhaps the most useful characteristic of LevelFinder is that the database is completely contained within the app. This allows for the app to be used even when a Wi-Fi connection isn't available, making it ideal for schools that are not yet using wireless devices in the classroom.


All of these apps have proved reliable for my students, and each offers a unique literacy-related tool for the classroom. So whether you are looking to spark an interest in reading in your students, provide them with ways to engage with the books they are reading, or simply need help leveling your classroom library, these are worth checking out!

Lindsey Fuller is a sixth grade teacher in Decatur, Illinois. Her interests are classroom technology integration, literacy instruction, and Common Core curriculum development and implementation. You can read more from Lindsey on these topics at her blog, Tales of a 6th Grade Classroom.

In today’s world, the topic of using technology in the classroom can be intimidating. In this monthly column, join one teacher on a quest to discover the best way to meet the needs of her digital-age learners…moving beyond the technology tools to focusing on supporting each student’s learning.

When you begin a writing project with your students, do they jump up and cheer? Or do they roll their eyes, sigh, and grumble? Ever wonder how some teachers inspire young authors to blossom while others fight off the weeds that choke their students’ desire to write? That is where our story begins…

There once was a teacher who felt like she dragged her students through writing projects and activities. They loved class, they loved learning, but they hated writing. She tried throwing in some technology projects, to pique their interest, but the students still resisted writing. Just like Christmas presents weeks later, the exciting newness of the technology lost its sparkle.

In addition to the weight of her students’ disinterest in writing, she faced an even bigger challenge. This teacher was feeling the dragon known as standardized testing breathing its hot, stinky breathe down her neck. She felt the pressure to get her students to perform for the standardized writing assessment. She loved her students and wanted what was best for them. She knew that giving them the gift of writing would open up new worlds and give each of them a voice. What could she do?

Her district promised her help from a writing fairy in the form of a consultant. With the direction of the consultant, hired for all of the English Language Arts teachers in the district, she began breaking down writing lessons into a pattern that her students could emulate. Even after following everything that she had learned, her students’ test scores were not improving. In her heart, she knew this was not teaching her students how to become writers. She recognized that they were much more capable, and she knew they deserved more than these pseudo-writing lessons.

“Enough!” she declared. “I will start from scratch and have my students help me find the secret recipe.”

Together they traversed through many paths searching for the way to making writing meaningful for the students. Although the dragon of standardized testing was still there, they continued on their quest focusing on what would help student learn and embrace the life of a writer in today’s digital world. There were many bumps along the road that taught them that learning from mistakes and challenges were just as important as finding the right path.

p: Enokson via photopin cc

In their pursuit, armed with optimism, they re-evaluated all of their old writing practices and perspectives. They tested, tried, challenged and reformed a new way of writing that created a community of voracious writers, writers armed with keyboards, digital tools, apps and tablets. These students were overwhelmed with joy when it was time to write in all of their classes. They had found the secret to sharing their voice in the world and exploring who they were as learners. In fact, they loved writing so much, they looked for new times to fit in writing projects by even begging their teacher, “Can we skip lunch and keep writing?”

These young writers and their teacher knew that they had found a way of writing that could not remain a secret. They knew they had a duty to share it with the world; it was their obligation to bring their secret to as many other people as possible so that many more learners could find their voices and impact their own learning and the learning of those around them.

Would you like to know the secret recipe for getting your students to love writing so much that they beg, “Can we skip lunch and keep writing?” The secret is yours for the taking.

Join me in San Antonio at IRA’s 58th Annual Convention on Sunday, April 21, from 3PM–4PM in Grand Hyatt, Lone Star Ballroom C. Come and hear about our journey, listen to our success stories, learn new teaching strategies, tools, and practices, and go home with the “secret” to getting your students to beg to keep writing.

Are you a fan of Plugged In? Come see Julie D. Ramsay present a session on collaborating in class and online at IRA’s 58th Annual Convention, April 19-22, 2013, in San Antonio, Texas.

Julie D. Ramsay is a Nationally Board Certified educator and the author of “CAN WE SKIP LUNCH AND KEEP WRITING?”: COLLABORATING IN CLASS & ONLINE, GRADES 3-8 (Stenhouse, 2011). She travels the country to speak, present, and facilitate workshops in applying technology to support authentic learning. Read her blog at juliedramsay.blogspot.com.

Technology has given us the capacity to change the way we do so many things in the classroom. It seems no matter the task, there is always an app for that.

Classroom library management is no exception. We spend a lot of time and money building our classroom libraries; it makes sense to invest in a reliable management system in order to keep track of all those precious books we loan out to students. But up until recently, this has been a time-consuming and tedious task.

Fortunately, there is indeed an app to make this aspect of classroom life a little easier. Book Retriever is a low-cost iPhone app that allows for the creation of a classroom library database. It is very easy to use—simply scan the ISBN barcode on the back of a book, and the app will identify and add that book to the classroom library list. The book listing includes title, author, cover photo, and the number of titles available, as well as Lexile level, grade level, and the current price to purchase a replacement.

While this is amazing in itself, the extra features are really what make this app. No barcode? No problem. Create a barcode by entering the necessary information and print a label via a wireless printer, then attach the barcode to the book. Occasionally a book will have an unrecognizable ISBN, in which case the teacher will need to enter the title and author information for the book. (Scholastic titles, unfortunately, tend to be the books that most often carry these oddball numbers.) Luckily, this doesn't make the app unusable, but it will require a little more time and effort to get these books entered into your online database. As an added bonus, the barcode creation feature also makes it possible for the teacher to enter other items into the database. Anything that can have a label stuck to it could be checked out through this app, which is incredibly handy in a classroom setting!

Another fantastic feature is the ability to select a student to see what books the student currently has checked out. Books can also be searched by ISBN, title, author, etc., allowing the teacher to see who is in possession of a book at any given time. A full list of books in the database is offered, which is excellent for insurance purposes, as well as for reference when choosing new titles to add to the library. This library listing can be sorted by title or author, or by check out status. The status selection option provides a complete list of books that are currently checked out. In addition, a leveled reading chart, a list of "Hot Books," and tips for creating an engaging classroom library are included.

Once all the books in a library have been scanned into the app, the teacher creates a class list. Student names need to be entered, and the teacher has the option of including a variety of other information, including parent emails. When a student wishes to check out a book, the teacher simply selects the “Check Out” option in the app, scans the book, and chooses a student name from the list. The default due date is two weeks from the day the book was checked out, but this can easily be changed when the book is scanned. Another excellent feature of this app is the late notice reminders that automatically get sent to parent email addresses when a book is overdue. Checking a book in is as easy as selecting the “Check In” option and scanning the barcode.

Perhaps one of the best features of Book Retriever is that it is ideal for a classroom with limited technology access. It can be used efficiently in a classroom with a single iPad, or with a teacher's iPhone. Since the app is not a free download, I only purchased it for my iPad, instead of spending the money to install it on every iPad in my classroom. With check in and out only requiring a quick scan, we easily manage with the app on a single device. It does, however, require a Wi-Fi connection to properly create an online database.

Of course, few apps exist that are models of perfection, and Book Retriever does have a bug or two. Some users have reported difficulty in creating an account. The developer suggests avoiding spaces and special characters when creating a username, as this tends to cause problems. I had some difficulty getting my password verified, but after several tries was finally able to get it working and create my account. The good news is that the developer seems to be quite responsive to any problems, so users who have difficulty should not hesitate to ask for assistance.

Book Retriever is very reasonably priced at $0.99, and is currently only available as an iPhone/iPod Touch app (which can also be used on the iPad). A desktop version is available on the developer website, but it appears no other mobile platforms are currently supported. Book Retriever can be previewed and downloaded here.

Lindsey Fuller is a sixth grade teacher in Decatur, IL. Her interests are classroom technology integration, literacy instruction, and Common Core curriculum development and implementation. You can read more from Lindsey on these topics at her blog, Tales of a 6th Grade Classroom.

In today’s world, the topic of using technology in the classroom can be intimidating. In this monthly column, join one teacher on a quest to discover the best way to meet the needs of her digital-age learners…moving beyond the technology tools to focusing on supporting each student’s learning.

“What is your favorite tool?” is a question that I often hear from fellow teachers. It is really difficult to give one answer to that question. In our fast-paced, digital world, technology tools change, update, come, and go. I am a huge proponent that a tool needs to meet the needs of each learner and support their learning. If you think about it, a couple of decades ago, teachers did not assign an encyclopedia project. Educators understand that an encyclopedia is just a tool to support learning; often that is missed when we design projects for our students with the digital tool as the main focus, instead of the learning.

In our classroom, the students never discuss the technology tool (or app) they are going to use until after all of the research and writing has been completed. Then, my learners look for a tool that will support and strengthen their message. Often my writers have an idea in mind and they go searching for a way to publish. This often results in them and introducing the class (and me) to a great new way to publish.

p: sallysetsforth via photopin cc

As I began to brainstorm this column and narrow down my list to my ten favorite publishing tools, I wondered if my students’ list would look the same as mine. So, I asked them to share their favorite tools. They had some interesting ideas that I had not considered. As my students often do, it caused me to rethink my list. This final list of tools, like so much of our class, is a collaborative effort of the top ten tools we love for publishing.

KidBlog: My learners have latched onto blogging like a fish to water. They have become voracious writers sharing what they are learning, reading, exploring, or contemplating. Rarely is there a time when at least one of my students isn't blogging. They have found the power of personal reflection and love the aspect that what they write has an audience who will continue their conversations and challenge another's thinking.

Twitter: In class, we have a Twitter account. Many of you may be wondering about this as a publishing tool as a user only has 140 characters. However, with Twitter, my learners have to learn about being succinct and powerful in their words choices. It has really helped them to focus on their message and the best way to get that message across to their followers. They all agree that standard English is what we use when we tweet from school—no "text speak"—so that all of our audience understands what they are saying. They really enjoy writing tweet stories and Twitter book reports.

Voki: Voki allows the user to create a personalized talking avatar that can be easily embedded into wikis, blogs, profiles, and email. Voki has the option for the creator to type the text they want spoken or record their voices with their avatar. The students really enjoy using this to tell stories from different characters’ or historical figures’ points of view. We use the free version, but there is a paid version that allows a teacher to set up and manage an entire class.

Morfo: Morfo is a free app that is similar to Voki. Users can create avatars and record their own voice speaking. The major difference is that students can take a photo of themselves, and Morfo guides them in setting the photo to be the one that talks. With Morfo, students become the avatar. The website has several examples that demonstrate how it works.

Weebly: This great tool has quickly become one of my students’ favorite. Using the education version of the site allows teachers to create and account and provide free web space for students to use to publish. My students have used it to create a topical themed interactive website for their global peers. Additionally, each one of my students is using their account to create an ePortfolio. They are always working on it to publish evidence of their learning. I actually have students begging to stay after school so that they can continue to create new pages.

Toontastic: Toontastic is a free app that allows the user to create his/her own cartoons. Users can choose the backgrounds and characters provided in the app or they can create their own. My students love having the feature to create their own versions of characters and backgrounds. It guides the user through a story arc while they add animation, music, and voice. To publish it, an adult must approve the account. Then it can be sent through email or embedded into other sites. Additional characters and backgrounds can be purchased for a small price.

ComicBook!: Graphic novels and comic books have a strong appeal for students, and they support ELL and struggling readers. ComicBook! has quickly become one of my students' favorite ways to publish. The user has the ability to create their own comic book using photos taken on the device (Apple or Android). The app provides the user with different filters for the photos to make them look like the artwork in comic books as well as adding borders, captions, stickers, and graphics within different layouts. The finished product can be saved as a JPEG (image) or PDF making it easy to embed into other tools. You can also share it through email, Twitter, or Facebook.

Trading Cards: This ReadWriteThink tool is available as a tool or as an app. Through Trading Cards, students are guided in analyzing characters, real or fictional, by pulling support from the text. Each category on the card asks questions that guide learners in creating information-rich cards while employing summarizing strategies. Trading cards can be shared with an audience and collections of cards can be built. My students love publishing their trading cards for others to read.

StoryJumper: StoryJumper allows students to create digital storybooks which can also be purchased should someone want a copy. StoryJumper has a huge selection of clipart and backgrounds, but writers also have the ability to upload their own artwork and photographs, which my learners love.

Audacity: If you are looking for a tool for your learners to create an audio file or podcast, Audacity is user friendly. There are the basic functions of recording a piece of writing as well as a lot of bells and whistles, which can really tap into a student's creativity.

Those are our top ten publishing tools…for now. If you ask us tomorrow, it will probably be a bit different. Just like our students and the world that we are living in, things are ever changing. We must be willing to continue to embrace the tools the supports the needs of our diverse learners.

I hope you have found some new tools to use to support your students’ writing and publishing. If you have a favorite tool that did not make our “hit list,” please leave it in a comment. I’d love to find some new tools that can further support my writers’ amazing publishing. Until next time, happy publishing!

Are you a fan of Plugged In? Come see Julie D. Ramsay present a session on collaborating in class and online at IRA’s 58th Annual Convention, April 19-22, 2013, in San Antonio, Texas.

Julie D. Ramsay is a Nationally Board Certified educator and the author of “CAN WE SKIP LUNCH AND KEEP WRITING?”: COLLABORATING IN CLASS & ONLINE, GRADES 3-8 (Stenhouse, 2011). She travels the country to speak, present, and facilitate workshops in applying technology to support authentic learning. Read her blog at juliedramsay.blogspot.com.

“After I practice my vocabulary cards, will you let me use your iPhone?”

This question, asked by a struggling reader, started us on the road to creating the FunDog Reading and Thinking Word Analogies app.

As reading specialists, we always have our antennae up for ways to entice students to read. We assess and focus on skill and strategy instruction to address their weaknesses and highlight their strengths. Our classroom libraries are filled with a wide range of books grouped by genres and levels, and we hold conferences with our students to learn more about them as readers.

Now, here was a loud and clear signal that the smartphone or tablet could be used as both an enjoyable learning tool and reward during school, in after school programs, or at home.

Wanting to download some literacy apps, we decided to investigate iTunes. As of September 2012, there were 700,000 IOS apps available, a quarter of which were educational or reference apps. When we began our process, just a few years ago, there was less than a third of that number, very few of which were geared for elementary readers. Most addressed early literacy: language awareness, letter, number, and color recognition.

But rather than get discouraged about not finding learning games for our students, we saw an opportunity. The news reported that everyday people designed apps. Both of us had great confidence about our skills as reading specialists, so why couldn’t we make our own?

It’s a good thing that teachers excel at multitasking, since this ability helped us launch our mobile app business. After finishing a full day of teaching or between family activities and weekend chores, we worked. There were planning walks, phone conversations, and emails. We created to-do lists, divvied up tasks, talked about our timeline, and always returned to our mission statement: create a quality engaging app that would help children become more confident, fluent readers.

There were many other aspects to consider. Wanting to learn about setting up our business, we consulted SCORE, a nonprofit association that helps small businesses get off the ground. To become familiar with Objective C programming, we took an evening course at the technical high school. One of us also enrolled in an evening Web Page Development class in order to make a presence on the Internet.

Before publishing our website (Weebly was our host), we had to apply for a domain name (www.ireadingteacher.com) on Go Daddy. By joining Moms with Apps, we gained helpful information from parents who were creating their own apps. Sonny Fazio, a high school senior who had written several apps and is now a Computer Science Major at Wentworth College, did our programming—having a talented coder like him is key.

We were also lucky to hire a designer to do the artwork and a teaching assistant who recorded FunDog’s voice. Family, teacher friends, and students volunteered to do our beta testing and give us valuable criticism.

Looking back, we were unrealistic in thinking it would be a cinch to design a game that could be completed quickly; it turns out that it was a lengthy process that took over a year.

Finally, in June 2011, our app went live. We accomplished our goal of creating a game that could help kids practice sight words and higher level thinking skills. When walking through our school, we see teachers projecting the FunDog Analogies onto interactive whiteboards or children playing with it on iPads. The app has sold in countries around the world, and we are now preparing our third creation.

Want to give designing your own mobile app a try? Here are some points to help you on your way:

1. Identify your expertise and passion.
2. Become familiar with the smartphone and tablet—their capabilities and why they are attractive and educationally beneficial to children. Take a class or online tutorial to broaden your knowledge about terms like user interface and functionality details.
3. Do some market analysis. Download apps, making notes about the content, quality of design and graphics, readability, ease of use, pace, audio, effects, and overall appeal. What apps have not yet been created?
4. Make a sequential storyboard app on paper. What does the player do and see on each page? What will motivate the player to maintain interest?
5. Get small business support in order to learn about accounting, legal, and business protocols.
6. Hire good people to work for you (programmer, designer, voice/sound effects person, musician, etc.) and talk with them frequently so that your vision is realized.
7. Have extra money in your business bank account. Every feature requires time from your hired team members.
8. Take a good look at all facets of the app once it is in the pre-publication mode, making sure that everything works as it should before the public downloads it.
9. Create a presence online through an attractive web page and social networking site and listen to the response.
10. Apply for a license in iTunes and monitor your sales.
11. Promote your app through word of mouth, professional gatherings, advertising, social networks, and interviews.
12. Get ready and think about your next app.

Kathleen Casey worked as certified classroom teacher and reading specialist for a total of 37 years in the Town of Barnstable, MA on Cape Cod. Currently, she is retired from teaching, but is still an active member of the International Reading Association, the Cape Cod Council of IRA, for which she publishes the local newsletter, and the Massachusetts Reading Association. In 2010, she received the Literacy Award from the MRA.

After raising a family and working in business, Brenda Archambeault earned her certification in Elementary and Special Education. Last year, she obtained her M.Ed. and C.A.E.S. in Educational Leadership. At the present time, she is the Title 1 Coordinator at Barnstable United Elementary School and teaches fifth grade students with reading difficulties.

Kathleen and Brenda have two mobile apps in iTunes: FunDog: Reading & Thinking Word Analogies and FunDog More: Reading & Thinking Word Analogies. They have also worked as reading consultants and have written grants for the Cape Cod Child Development Program.