Writing, Reading and Boys

I have had several people at lots of different schools talking to me about boys and literacy and how they are not doing so well according to the benchmarks they are supposed to meet. When I am in classrooms and see the types of activities that the students are doing, most of the time they are boring, prescriptive tasks that have been given to students for decades to do.
There are lots of great resources out there that have great activities that you can do with children. Some of my favourites come from Sheena Cameron who is incidentally publishing a new book on Writing this year. But we all know 'technology engages boys'. Give them a device, use your imagination and think of tasks that will grab them.

Examples I have seen recently

Task:
read through your story with your buddy and find the long 'a' vowel sounds
Observation: 
Let's put the books on our head and balance, pick up debris from the ground and flick it, annoy somebody close by, giggle over something funny one of them said (sound familiar?)
So why are they doing that? They are bored, it is not engaging, they can't see the worth of it.
Suggested Solution: 

give them a device (iPod Touch, iPad, laptop with camera) Task is now to record yourself saying the words, one person can take notes and write down the words with the long vowel sound, the other person can be saying the words. Yes, there will be laughter, and pulling of faces, but give them an expectation and a time limit 'I want you to find 20 long 'a' vowel words in 5 minutes, set your timers now.
Predicted Outcome: 
they will have had fun, they will be engaged in the task, they will be reading, they will discover their mouth shape changes when they say the words

Task:
read your story with your buddy
Observation:
exactly the same as the observation before. When I have noticed boys to be engaged in buddy reading is when they are looking at high interest topic books such as space, dinosaurs and cars and trucks.
Suggested Solution
For buddy reading choose high interest topic books. Let them read the interactive books on the iPads, iPod touches, let them read some of the books online on the computer together.
Let the students use Sock Puppets to record themselves taking turns in reading. Apart from the laughs they will get from hearing the squeaky voice, they will hear if they are reading fluently.
Predicted Outcome:
they will talk about what they are reading, they will be engaged in their learning. They will be reading. They can share back to the group/class.

Task:
answer comprehension questions in their books
Observation:
5 minutes have gone by and they have written the date, and the number 1. They have discussed what pen or pencil they will use, they will have searched everywhere for a ruler...
Suggested Solution
Use a simple Graphic Organiser like Expanded Question or the Notability app where they can take a photo of the questions and type in their answers
Predicted Outcome
Students will stay on task and want to get started on their work


Task
Printed Worksheets
Observation
Some students like worksheets. A lot don't really care for them. I see grimaces on faces, then there becomes the long hunt for the missing pen/pencil that was there 30 seconds ago. And while we are looking for the pencil/pen we happen to drop/misplace the worksheet and will need to search or berate the person next to us for having/hiding our worksheet. Once they get to their table/desk 5 minutes later the teacher is berating them for not starting. Then starts the slide into the body slump as they take another 5 minutes to painstakingly write their name...sound familiar? Why are they doing that? Because the task is boring!
Suggested Solution
Interactive Worksheets in Google Docs/Word/Pages/PowerPoint/Keynote/Google Presentation. Have some comprehension questions, but some might link to a website where they have to search for something or read something related to their instructional text. Add a Graphic Organiser/s that may scaffold them in their answers. In PowerPoint/Keynote or Google presentation insert a YouTube movie with Questions for them to answer at different points. In Google Docs insert a drawing block where they can draw the answer to the question or they can use a Drawing app on their iPad and then insert the drawing into the Interactive Worksheet. Ask a question that allows them to photograph the answer. Mix it up a bit and have Word Study questions, Dictionary meanings etc where students can use dictionaries/thesaurus on devices, online, printed books.

This all might sound like a lot of work for the teacher but a worksheet in this format could become a template that could be used over and over again. And if you start this with your top group you will have the 'Interactive Worksheet' for the next reading group when they get to that level.
When planning your activities think how you could do the same thing creatively using technologies that will grab that reluctant child and engage him..

It was one of those 'Oh wow' moments!

I was working with a teacher today who was distracted by one of his Year 5 boys that was working slowly in his bookwork. He commented to me that the student found it difficult to write and just as hard to work on a computer. He was finding it challenging to get much work out of him at all. I suggested the iPad, and as I had one with me we called the student up.  I asked him had he ever tried an iPad before... he had not!
I asked him to type a sentence about himself, his name, favourite sport etc. He started typing, see video below...

I looked at the teacher, whose jaw had dropped. He couldn't believe his eyes!
When I asked the student why did he think he could type so well on the iPad, he said he didn't know. But I think it is because his face is totally focused on one screen and he doesn't have to keep lifting his head from keyboard to monitor as you do with a computer. He was also able to edit a lot more quickly as students generally type a sentence, then look up and then delete the whole sentence if it is incorrect. This boy was able to see his mistakes as they happened and delete right then and there.
We also asked him to do the exercise he was having difficulty in writing on the iPad and he completed it in record time!

This has to be another argument for having iPads and iPod touches in the classroom! It can capture a reluctant learner to become enthusiastic, engaged and successful!

Go to http://ipodsiphonesineducation.wikispaces.com to find out what iPod Touch and iPad apps I am recommending.

Recording Audiobooks as part of a guided reading lesson

I was working with a wonderful young teacher at Willowbank school last week. She was recording the children's voices in Garageband while they read their book Aunty Mo's Kids by Jill Eggleton. They had recorded reading it in theatre style. Now they were adding sounds to it. While they were working together I came to a realisation and said to the teacher "Do you know what you are doing here? You have moved from the traditional teacher and students sitting on the mat guided reading lesson to the student centred, teacher facilitated using technology guided reading collaboration."
This teacher had been using all the 'Guided Reading' steps of responding to and discussing text
while the students were in front of the computer, reading their books, searching for words and sentences in context, recording voices and sounds, learning computer skills, collaborating together and creating an audiobook that they will be able to use in their classroom as an extra activity (with iPods) and share with other classes.
As I said to her, "this is another way of teaching and engaging children in learning, that you do not have to teach always in the traditional style. Your activity could also become your teaching time with the children."


As teachers we have to be brave and let go or adjust some of our traditional delivery methods to incorporate the use of technologies such as computers, cameras, iPods, IWB's, game consoles, or Flip videos. The children will be engaged, on task and learning, you as the teacher will see different aspects of your children as they become more animated and in control of their learning.

Audiobooks, Instructional Readers & Shared Books

There are lots of Audiobooks available for download online on iTunes, but rarely the one you want! Harry Potter books are available on the US iTunes site but not on our NZ iTunes (What's up with that?)
But if you have an iPod , a 5 way splitter
Belkin Rockstar
(NZ $20) and cheap headphones (NZ $2.99) then you can create absorbing reading activities for your students.

Record your voice in GarageBand (Mac) or Audacity (Win), upload to iTunes and download to your iPod.

Kids love the iPods and the headphones and this makes for a very 'q-u-i-e-t' activity!

More Ideas

1. Do you know somebody who has an interesting, expressive voice, ask them to read for you and record them
2. Record in theatre reading style where you have different voices reading the parts of the characters and narrator
3. Junior teachers ask teachers of Senior children to get their students to record some of your instructional readers or shared books
4. More able readers in the class can create audiobooks for less able students
5. Keep a box of the books/Journals/Instructional readers that you have recorded so that children can choose their favourite story to listen to

Or what about when you can't get to every reading group, record the questions you would normally ask as part of the recording. Students can pause the iPod to look up or find the answers.

Unexpected Outcome - Music

When I was a full time teacher (my day job for the last 12 years has been working with teachers), music was a big part of my day. With guitar and ukulele I would travel. I would be that teacher leading the school or syndicate group assembly in song, or supporting the school 'Kapa Haka' group. I am responsible for introducing many generations of children to The Beatles, Chubby Checker, Elvis, Simon and Garfunkel, Fleetwood Mac, Creedence Clearwater, The Beach Boys and many other classic bands. Back then I always found that music was important to children and they really enjoyed a sing-a-long. One of my most popular reading activity choices was our blown up music chart books where I had typed the songs and photocopied them up to A3 and made them into a book. Children would take those books outside with a metre ruler (for pointing) and sing their hearts out.


I haven't had the opportunity to sing like that with children for several years, and I did not build it into the two week teaching block I have just finished, but what did happen that I did not expect was how the students wanted to use the iPods. I knew they would be interested or curious especially if they haven't had much exposure to them before, but I was not prepared for their overwhelming interest in the music side of the iPod. They loved using them for the Audiobooks. The Belkin Rockstar 5 way splitter ($20) and headsets for $2.99 were a great addition to the reading programme. One group while they were working on their Stormbreaker activity listened to the Audiobook story on the iTouch (this was the students' choice as they had free reign over their decisions of what to do in Reading Choice time).


By the second day students were asking me if they could play music before school using the battery operated (or power) speaker system. So every morning they would set up the iPod touch on the speaker system and play music until the bell went, and then it was like automatic pilot, they would switch off the music and start their day's work.
On the third day I noticed one of the students had a particularly great singing voice, so I showed her the iKaraoke (NZ$110). We hooked it up to the speaker system and she was away, so every morning as well as the music we were serenaded by this young lady.




But one particular use I noticed that sneaked in was students listening to music while they worked. In this photo, the student has just removed the head set to talk to me but he had been working away quietly listening to music.

The most interesting factor I noticed were the type of children who voluntarily used the iPods for music were the most, for a better word, 'rambunctious' lot who had the loudest voices in the class and the 'ones' that you noticed the most in the class. But when they were listening to the iPods, there was a noticeable silence.
These students were on task, doing their work and not bothering anybody else. I had no problem with them listening to music as they worked as that is something I like to do.
It just goes to prove that old adage 'Music does soothe the savage beast [sic]!'