During the course of this semester, I was exposed to a variety of technological tools supporting literacy that I am confident will positively impact the growth and learning of my students. Story Bird is one such source that I utilized in an effort to reach a struggling writer. Story Bird a digital story telling website that provides students with artwork that they can utilize the create the story of their choice. Students can begin by choosing what style of book they'd like to write- a chapter book, a picture book, or a novel. Next, they choose an artwork style that will lead them to a series of pictures to choose from. For example, if students click on a princess, they will have choices that all revolve around that theme, castles, dragons, and knights will appear. They can then use those pictures to inspire the text for their story and "publish" it for others to view.
Shawn is one of my very intelligent students who has ADHD and some difficulty completing written tasks. Fortunately, he is a computer savvy student who is able to manipulate technology with ease. During writer's workshop, I looked around the classroom and noticed Shawn struggling to come up with an idea. I decided to invite him to pilot this new program to see its impact on struggling writers.
Initially, Shawn was very overwhelmed by Storybird. Although the program is easy to use, the artwork selected significantly drives the direction of the story. He was also frustrated by pictures, which were laid out in a scattered table-top manner, requiring users to slide them back and forth to reveal those hidden beneath. He was annoyed that the artwork was hard to locate (as it was moveable) and that the pictures available didn't always meet the vision he had in his head for his piece. For a student who is rigid and distractable, it didn't seem like this was the best program to use.
However, despite being initially frustrated, Shawn eventually found some pictures that really inspired him to get writing. In some ways, Story Bird was more like a puzzle of artwork that the "writer" needs to sort through, order, and string together with text. Once he was able to find his pictures, order them, and link them, he was on a roll. In fact, his frustration soon grew to an infectious enthusiasm that pulled other kids over to the computer. What began as an independent project, soon became a group project, with 3-4 classmates on surrounding his computer making suggestions for character motivations, wording suggestions ("what if he calls the pigs 'plump' or 'juicey?'"). Eventually, Shawn, with the help of his group, came up with a clever story that had a beginning, a middle, and end that made sense, had a message, and built upon character traits and motivations.
In terms of the Common Core, this activity hit a variety of standards. Because Shawn was writing (relatively) freely within the program, he was demonstrating standard CCSS.ELA-LITERACY.W.3.3-
"Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences." In addition, Story Bird also forced Shawn to correctly order his story, and therefore he hit upon standard CCSS.ELA-LITERACY.W.3.3.A- "Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally." He also was able to provide closure to his story, which is a skill for standard CCSS.ELA-LITERACY.W.3.3.D- "Provide a sense of closure." By nature of the program, Shawn also worked within standard CCSS.ELA-LITERACY.W.3.6 "With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others." The second part of that standard unfolded naturally as other students became interested and motivated in the topic at hand.
Shawn is one of my very intelligent students who has ADHD and some difficulty completing written tasks. Fortunately, he is a computer savvy student who is able to manipulate technology with ease. During writer's workshop, I looked around the classroom and noticed Shawn struggling to come up with an idea. I decided to invite him to pilot this new program to see its impact on struggling writers.
Initially, Shawn was very overwhelmed by Storybird. Although the program is easy to use, the artwork selected significantly drives the direction of the story. He was also frustrated by pictures, which were laid out in a scattered table-top manner, requiring users to slide them back and forth to reveal those hidden beneath. He was annoyed that the artwork was hard to locate (as it was moveable) and that the pictures available didn't always meet the vision he had in his head for his piece. For a student who is rigid and distractable, it didn't seem like this was the best program to use.
However, despite being initially frustrated, Shawn eventually found some pictures that really inspired him to get writing. In some ways, Story Bird was more like a puzzle of artwork that the "writer" needs to sort through, order, and string together with text. Once he was able to find his pictures, order them, and link them, he was on a roll. In fact, his frustration soon grew to an infectious enthusiasm that pulled other kids over to the computer. What began as an independent project, soon became a group project, with 3-4 classmates on surrounding his computer making suggestions for character motivations, wording suggestions ("what if he calls the pigs 'plump' or 'juicey?'"). Eventually, Shawn, with the help of his group, came up with a clever story that had a beginning, a middle, and end that made sense, had a message, and built upon character traits and motivations.
In terms of the Common Core, this activity hit a variety of standards. Because Shawn was writing (relatively) freely within the program, he was demonstrating standard CCSS.ELA-LITERACY.W.3.3-
"Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences." In addition, Story Bird also forced Shawn to correctly order his story, and therefore he hit upon standard CCSS.ELA-LITERACY.W.3.3.A- "Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally." He also was able to provide closure to his story, which is a skill for standard CCSS.ELA-LITERACY.W.3.3.D- "Provide a sense of closure." By nature of the program, Shawn also worked within standard CCSS.ELA-LITERACY.W.3.6 "With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others." The second part of that standard unfolded naturally as other students became interested and motivated in the topic at hand.
An analysis of Shawn's story reveals that this was a tool that truly allowed him to be successful in starting and finishing a free-write narrative within one class period. He had a clear sequence of events, logical elements to his story, character motivations, character thoughts, and a resolution/lesson learned. Typically, Shawn struggles getting started, and is unable to complete the story in full. The ability to take something which was an are of weakness, and turn it into an area of strength was a huge celebration for Shawn. He eagerly asked if he could share his story with the class, which of course, prompted even more enthusiasm for writing and for the Story Bird website. This program has allowed me, as a teacher to reach a student with incredibly diverse needs. I am confident that, although this program still has some flaws, it is a valuable tool that allows students with multiple needs to reach writing goals.
Check out Shawn's story here!
Check out Shawn's story here!
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