Record students' individual or whole-group invitation to an Open House or other classroom/school event.
Email invitations to parents in an mp3 format.
Record students reading a passage at the beginning of the year. Record again at various times throughout the year to monitor fluency growth.
Students record A-Z fluency passages (record “first read” and then after practicing at home/school we record the “final read”). We graph both “reads” on a WPM (word per minute) chart. Last year I made a CD of all of the second “reads” made over the school year for each student. This year I will email a sampling of the “second reads” to parents in May.
Based on the work of Tim Rasinski (Kent State University), K-5 students created a Nursery Rhyme CD for incoming kindergartners. The CD was distributed to our youngest Barrington Bobcats during kindergarten screening in May as a welcome gift.
Periodically after recording fluency passages, the students listen immediately and then discuss how they did and what they want to do to be more fluent.
Record students reading Reader’s Theater selections and then listen/discuss/ …. sometimes then re-record.
During speech and language therapy:
1. students self-evaluate their speech/articulation.
2. students are trained how to listen for correct/incorrect responses together.
Share voice memos with parents at conferences and IEP meetings.
Last year (2007-2008), I used the iPod primarily as a tool to increase fluency. I recorded reading passages, plays, high frequency phrases and student work. This year (2008-2009), I have used the iPod to encourage the writing process. Several of my students have problems remembering what they want to write about. Some of them also have problems organizing their thoughts and adding detail. They use the iPod to get their thoughts out and to organize them as as they listen. They’re using the iPod as a graphic organizer. I also have used the iPod with students who struggle with attention. They load their pre-approved music onto the iPod and listen while writing. This has been especially helpful for a fourth grade student.
Create teacher recordings of books for primary children. Makes a great listening center.
Record pre-teaching sessions for math. Students listen the day before or hours before the lesson to prepare.Students can also listen to the recordings for review. Encourage students to create the recordings to further their understanding.
Record spelling words. Say the word, spell the word, repeat the word. Great strategy for auditory learners.
Create "books on tape" for struggling readers. This really makes dyslexic kiddos feel part of the group. They can often handle the more advanced comprehension and vocabulary, but the decoding may discourage them from trying a more challenging text.
Record tips and tricks for remembering basic math facts.
Provide students the option of pre-recording oral presentations. Rehearsal provides valuable fluency practice and the security of an audio recording limits anxiety during the presentation.
Use the iPod to record phrases spoken in a variety of tones and emphases. Have the students listen and discuss the speaker's intent. Example, "Where have you been?" can sound accusatory, relieved, excited, and angry!
Read tests for children and allow them to take the test listening to the teacher read the questions.
Pre-record spelling tests. Each child can take them individually...great for differentiated spelling programs.
Use Keynote to create student-written picture books or slide show presentations. Export as an iTunes file that will play on the iPod. Kids love this!
Ask guest speakers if you can record their presentations for future reference.
Record parent speakers on any occasion and save for future enjoyment or analysis.
Record lists, sentences, rhymes or a series of directions for students to listen to over and over to practice their listening skills.
Take the iPod on walking tours of your community and create Keynote slide shows when you return to school.
Take the iPod on field trips to record audio responses to the children's experiences. Great to record the sounds characteristic to the event (i.e. traffic noise, machinery, nature sounds, quiet stillness).
For young children, record various sounds and ask them to identify the source. They love this!
Record play rehearsals and ask kids to self-evaluate their performance.
Comic Life with iPhoto – practice play routines and record text for fluency practice.
Contact Jill Hughes at Wickliffe jhughes@uaschools.orgRecord students' individual or whole-group invitation to an Open House or other classroom/school event.
Email invitations to parents in an mp3 format.
Record students reading a passage at the beginning of the year. Record again at various times throughout the year to monitor fluency growth.
Students record A-Z fluency passages (record “first read” and then after practicing at home/school we record the “final read”). We graph both “reads” on a WPM (word per minute) chart. Last year I made a CD of all of the second “reads” made over the school year for each student. This year I will email a sampling of the “second reads” to parents in May.
Contact Maggie Harriman at Barrington mharriman@uaschools.orgBased on the work of Tim Rasinski (Kent State University), K-5 students created a Nursery Rhyme CD for incoming kindergartners. The CD was distributed to our youngest Barrington Bobcats during kindergarten screening in May as a welcome gift.
Contact Lauren Kowalski at Barrington lkowalski@uaschools.org or Martha Barley mbarley@uaschools.orgStudents record a nursery rhyme either individually or as a group for the Nursery Rhyme CD. Email the nursery rhymes to parents.
Work with cross grade-level buddies to rehearse and record rhymes for the Nursery Rhyme CD. Try putting the rhymes to music!
Contact Clay Bogart cbogart@uaschools.orgPeriodically after recording fluency passages, the students listen immediately and then discuss how they did and what they want to do to be more fluent.
Record students reading Reader’s Theater selections and then listen/discuss/ …. sometimes then re-record.
During speech and language therapy:
1. students self-evaluate their speech/articulation.
2. students are trained how to listen for correct/incorrect responses together.
Contact Andrea Flinta aflinta@uaschools.orgShare voice memos with parents at conferences and IEP meetings.
Last year (2007-2008), I used the iPod primarily as a tool to increase fluency. I recorded reading passages, plays, high frequency phrases and student work. This year (2008-2009), I have used the iPod to encourage the writing process. Several of my students have problems remembering what they want to write about. Some of them also have problems organizing their thoughts and adding detail. They use the iPod to get their thoughts out and to organize them as as they listen. They’re using the iPod as a graphic organizer. I also have used the iPod with students who struggle with attention. They load their pre-approved music onto the iPod and listen while writing. This has been especially helpful for a fourth grade student.
Contact Kathy Seibert kseibert@uaschools.org• record read aloud for students who are absent or pulled-out
• record student presentations for assessment purposes and/or to send to parents
• record class discussions as documentation for students and/or for assessment purposes
• record book group discussions to use as model discussions or for assessment purposes
Contact Molly Hinkle mhinkle@uaschools.orgRecord student-selected poems for Mother's Day. Email voice memos to mothers.
Record passages for student self-evaluation.
Record big books on CD for Kindergarten classes.
Record an IAT meeting when parent(s) cannot attend. Share the recording in an audio CD.
Contact Katie Benton kbenton@uaschools.orgCreate teacher recordings of books for primary children. Makes a great listening center.
Record pre-teaching sessions for math. Students listen the day before or hours before the lesson to prepare.Students can also listen to the recordings for review. Encourage students to create the recordings to further their understanding.
Record spelling words. Say the word, spell the word, repeat the word. Great strategy for auditory learners.
Create "books on tape" for struggling readers. This really makes dyslexic kiddos feel part of the group. They can often handle the more advanced comprehension and vocabulary, but the decoding may discourage them from trying a more challenging text.
Record tips and tricks for remembering basic math facts.
Provide students the option of pre-recording oral presentations. Rehearsal provides valuable fluency practice and the security of an audio recording limits anxiety during the presentation.
Use the iPod to record phrases spoken in a variety of tones and emphases. Have the students listen and discuss the speaker's intent. Example, "Where have you been?" can sound accusatory, relieved, excited, and angry!
Read tests for children and allow them to take the test listening to the teacher read the questions.
Pre-record spelling tests. Each child can take them individually...great for differentiated spelling programs.
Use Keynote to create student-written picture books or slide show presentations. Export as an iTunes file that will play on the iPod. Kids love this!
Here's an example from Oklahoma. It's a variant of Don't Let the Pigeon Drive the Bus. It's Don't Let the Pigeon Be the Principal.
Ask guest speakers if you can record their presentations for future reference.Record parent speakers on any occasion and save for future enjoyment or analysis.
Record lists, sentences, rhymes or a series of directions for students to listen to over and over to practice their listening skills.
Take the iPod on walking tours of your community and create Keynote slide shows when you return to school.
Take the iPod on field trips to record audio responses to the children's experiences. Great to record the sounds characteristic to the event (i.e. traffic noise, machinery, nature sounds, quiet stillness).
For young children, record various sounds and ask them to identify the source. They love this!
Record play rehearsals and ask kids to self-evaluate their performance.