Rachel Schwager

LITR 630/Mary Morgan

Apps/Grants Assignment
July 6, 2015

App 1: abc Pocket Phonics

This app is intended for students who are developing their phonics skills. Students in
grades kindergarten and first grade are learning such skills as stated in the Kentucky Core
Academic Standards RF.K.3 and RF.1.3 which state that students know and apply grade-level
phonics and word analysis skills in decoding words. This app could also be used with older
students in elementary grades who are struggling with phonics and decoding skills. Students
lacking such skills will struggle with fluency and comprehension. abc Pocket Phonics could
be used in a small group setting with the teacher or as a center activity. It would be ideal to have
more than one iPad in either a small group setting or literacy center, therefore allowing multiple
students to participate.
App
Abc Pocket Phonics:
Students learn the
correct way to write
letters by tracing the
individual letters with
their finger while at
the same time
listening to the sound
of the letter. The
students work on
segmenting then
blending sounds
together to read a
word.

ILA
Standard 1.2
The use of this app
addresses the fact that
the teaching of
reading and writing
has changed over
time; students must be
engaged with 21st
century technology.
Standard 2.2
Students are
enhancing their
knowledge of word
recognition when
using this app.
Standard 2.3
This app provides
students with

ISTE
Standard 1
The students will
construct knowledge
of letter sounds and
use the letter sounds
to segment and blend
words. Students will
apply the sounds they
have mastered to
decode new,
unfamiliar words.
Standard 2
The students can use
this app to improve
their own phonics
skills as well as
support others who
are using the app.
The students will use

KTS6
Standard 6.1
This app will be used
while planning
instruction to
determine if it is
appropriate for the
level of readers in the
class and for what
specific students.
Standard 6.2
This app is
appropriate for those
students learning
phonics rules and
decoding skills. It
will be used during
literacy centers to
facilitate and promote
student learning.

exposure to digital
print, while
segmenting and
decoding words found
in a variety of texts,
including narrative,
expository, and
poetry.
Standard 4.2
Students from diverse
populations and
backgrounds,
including ELLs can
benefit from this app.
Students will learn
how to segment and
blend words that they
will later read in a
variety of texts from
diverse backgrounds.
Standard 5.1
This app can be used
in a variety of settings
within the classroom.
The classroom
environment will
promote the use iPads
in the classroom.
Some students will be
engaged with this app
on the iPad, while
others will use
traditional print or
online resources to
support their reading
skills.

what they have

learned with this app
to complete
collaborative work
with classmates
during other literacy
centers.
Standard 3
This app will provide
students with
knowledge of letter
sounds and practice
segmenting and
blending sounds. This
instruction will also
be systematically
taught in small group
settings for those who
need it. The students
will use what they
have learned from
both sources (app and
teacher) to improve
their reading skills.
Standard 4
This app will provide
students with the
necessary knowledge
and skill to decode
unknown words they
come across when
reading a variety of
texts. They will need
to use critical thinking
skills to apply what
they have learned in
one context when
engaged in another.

Standard 6.5
Students work will be
monitored when using
the iPad for this app.
Students will be
logged in under their
name and appropriate
settings will be
enabled on the iPads
ensuring both ethical
and legal use of
technology.

App 2: Phonics Genius

This app was created to support the development of students phonics skills. The app
teaches all sounds according to phonics rules, including onset and rime, long and short vowels,
vowel teams, consonant blends, consonant digraphs, inflectional endings, etc. Phonics Genius
would be developmentally appropriate for kindergarten, first, and second grade students,
however could be used with older students who need this type of reading instruction. This
interactive app address Kentucky Core Academic Standards RF.K.3, RF.1.3, and RF.2.3. The
standards state that students know and apply grade level phonics and word analysis skills in
decoding words. The phonics and word recognition standards for the intermediate grades are
similar to that of primary. This app would also be used in a small group setting for students who
need systematic and explicit instruction in phonics. Depending on the grade and the format of
the literacy block, it could also be used in a literacy center, allowing for differentiated
instruction.
App
Phonics Genius:
This app teaches
students about all
phonics rules,
including short and
long vowels,
consonant blends,
consonant digraphs,
inflectional endings,
and more. The
students can record
themselves saying the
phonics sounds
identified on the
screen and compare it
to the sound provided
by the app. There are
also customized
flashcards available
and quizzes for the
students to take to
assess their progress.

ILA
Standard 1.2
The emphasis on
explicit, systematic,
and direct phonics
instruction is
supported by years of
research. The gradual
release of
responsibility model
will be used for the
use of this app, as
well as the other apps.
This app addresses
both the phonics
component of reading
and writing
instruction and the
21st century literacy
needs.
Standard 2.2
This app will be one
of the instructional

ISTE
Standard 1
The students will be
able to apply existing
or newly learned
knowledge to record
themselves practicing
phonics rules, while
using this app.
Standard 2
Students will be
required to self assess
their learning and
communicate what
they have learned
when conferencing
with the teacher on a
weekly basis.
Students will also
work with classmates
who are working at a
similar level to create
a piece of writing

KTS6
Standard 6.1
Technology was used
to learn about this app
and how to best
incorporate it within
instruction.
Standard 6.2
This app will be used
during the day to
facilitate student
learning, engaging
students in interactive
phonics instruction.
Standard 6.5
The purchase and use
of this app will follow
all legal and ethical
guidelines and
requirements.

approaches used to
teach phonics. It
addresses a wealth of
phonics skills,
allowing a range of
students to use it.
Word recognition
skills will be
developed through the
use of this app as well
as reading and writing
connections.

using what they have

learned with this app.

Standard 2.3
This app addresses the
use of digital print and
online resources.
Students will use what
they learn on this app
to decode unfamiliar
words in a variety of
texts.

Standard 4
Students will use
critical thinking skills
to apply what they
have learned in other
contexts within
phonics instruction to
complete the activities
on this app.

Standard 4.2
This instructional
approach addresses
the different learning
needs of students,
especially those of the
21st century. Students
are engaged with
technology while
learning essential
reading skills.
Standard 5.1
The physical
environment of the
classroom will

Standard 3
Students will record
their quiz scores from
the app and analyze
growth over time
before reporting the
results in a data
notebook.

accommodate the use

of iPads and
computers, allowing
students to learn in a
21st century focused
classroom.
App 3: One-Minute Reader
The One Minute Reader app improves students fluency and comprehension skills. The
Kentucky Core Academic Standards addressed with this app are RF.K.4, which states that fluent
readers accurately process print with expression at an appropriate rate and standards RF.1.4 and
RF.2.4 which both state that students read with sufficient accuracy and fluency to support
comprehension. This app can be used with any student who can apply letter-sound relationships
to decode words. Advanced kindergarteners through upper grades would benefit from this app as
fluency aids in comprehension. One Minute Reader would be used within literacy centers for
elementary grades; it would vary from primary to intermediate grades. During this center,
students will read along with a recording of a selected text multiple times to improve their
fluency before answering comprehension questions. The students will be required to record their
initial fluency score and their final score, self-assessing their progress.
App
One-Minute Reader:
Students read along
with a recording of a
fluent reader and
engage in repeated
readings of texts, then
receive a timing score
of their initial reading
and their final
reading. Students
answer
comprehension
questions at the end of
the passage. There is
a pre-assessment to
determine the most
appropriate level for
each reader.

ILA
Standard 1.2
Fluency is the bridge
that connects phonics
skills with
comprehension; it is
essential that students
are fluent readers.
Students can improve
their fluency skills
with the use of
technology and
develop this essential
reading component.
Standard 2.2
This app engages
students in becoming
fluent readers through
a varied instructional

ISTE
Standard 1
Students will apply
what they have
learned during Whole
Class Choral Reading
to successfully use
this app and
understand its
purpose.
Standard 2
Students will use this
app to support their
individual learning
and develop cultural
understanding by
reading the stories
provided on the app.

KTS6
Standard 6.1
Technology was used
to discover this app
and plan instruction
around the use of the
app. Whole Class
Choral Reading is a
part of the literacy
instruction and is
supported through use
of this app.
Standard 6.2
This technology is
being used to engage
students in repeated
readings of texts
while supporting their
fluency and

approach to repeated
readings as a class or
choral reading. It
develops word
recognition and
reading-writing
connections.
Standard 2.3
This app uses a
variety of texts within
the app and is a digital
resource for the
students to practice
and assess their
fluency progress.
Standard 4.2
This instructional
practice of repeated
readings is engaging
for students. They are
able to use this app to
improve their fluency
and comprehension
skills and read texts
that are culturally
diverse.
Standard 5.1
The physical
environment of the
classroom will
support the use of this
app, allowing students
to read along with
recordings of texts in
order to improve their
fluency.

Standard 3
The students will
evaluate their fluency
progress through
using this app. It will
allow them to selfassess themselves and
determine appropriate
next steps.
Standard 4
The students will use
critical thinking skills
to answer the
comprehension
questions after
multiple readings to
improve their fluency.

comprehension skills.
Standard 6.5
The use of this app
will follow all ethical
and legal policies.
The teacher will
download the app and
monitor it daily to
ensure proper use.

App 4: Reading Comprehension Prep

This app is designed to support readers comprehension skills. There are nonfiction and
fiction texts to choose from on the app, Reading Comprehension Prep. The Literature and
Informational standards of the Kentucky Core Academic Standards are addressed in this app.
Reading Comprehension Prep is geared toward students in grades 3-5 but could be used for
younger students who are developmentally ready for more advanced material. The students
would use this app during Reading Workshop as part of a center during which time they would
read the selected text and answer questions once finished.
App

ILA
Reading
Standard 1.2
Comprehension
Students will be more
Prep:
engaged while reading
Students choose from a text and answering
a variety of passages
comprehension
to read. There are
questions while using
fiction and non-fiction technology. Reading
texts for the students
and writing
to choose from.
development have
Students answer
changed over time
comprehension
and the use of this app
questions at the end.
addresses this fact.
Standard 2.2
This app engages
students in a varied
instructional
approach, compared
to reading a piece of
fiction or nonfiction
text from a book or
piece of paper. This
app will help develop
word recognition
skills, language
comprehension,
strategic knowledge
of various nonfiction
and fiction text
features, as well as

ISTE
Standard 1
The students will
construct knowledge
of comprehension
skills while answering
questions about the
text they read.
Standard 2
Students will use this
form of digital media
to support their
individual learning in
addition to the
learning of others
during whole group
reading lessons. They
will be able to
communicate
information clearly
and effectively when
applying what they
learned on this app
during whole class
discussions.
Standard 3
Students will use their
skills of locating
information,

KTS6
Standard 6.1
The teacher uses
technology to design
the most effective
way to use this app
within literacy
centers/Reading
Workshop
instructional time.
Standard 6.2
The app is used
during instructional
time to promote
student learning. All
students will benefit
from this technology,
as there are multiple
leveled texts to
choose from,
therefore supporting a
range of learners.
Standard 6.5
The students will use
these nonfiction and
fiction texts while
they are using the app
and answer the
questions that follow.

reading-writing
connections.
Standard 2.3
There is a wide range
of texts to choose
from on this app,
including both fiction
and nonfiction texts.
The text will be in
digital form, engaging
the students more than
if it were traditional
print. The use of this
app is only one
component of the
literacy instruction;
students will have
opportunities to read
texts from online
resources and
traditional print.
Standard 4.2
The range of texts to
choose from on the
app is diverse,
exposing students to
different features of
diversity. This
instructional approach
to teaching
comprehension skills
is engaging for
students.
Standard 5.1
The physical
environment is set up
in a way to allow
students to focus on

analyzing, and
evaluating
information in order
to answer the
comprehension
questions.
Standard 4
Students will use
critical thinking skills
to answer the
questions after
reading the fiction or
nonfiction text. The
students should use
multiple skills in
order to answer the
comprehension
questions.

All ethical and legal

rules will be followed
to ensure a safe,
secure, and equitable
classroom
environment.

reading the text and

answering the
questions without
excessive distractions.
App 5: Toontastic
Toontastic is an app that engages students in writing and publishing their work. This app
is ideal for students in grades 1-3, however, would also be appropriate for 4th grade students who
lack motivation to write. The Kentucky Core Academic Standards addressed by this app are
those within Text Types and Purposes and the Production and Distribution of Writing which
states that Producing clear ideas as a writer involves selecting appropriate style and structure for
an audience and is strengthened through revision and technology. This app would be used for
students to publish a piece of writing, helping it to come to life. Writing Workshop would be
an ideal time for students to use this app.
App
Toontastic:
Toontastic engages
students in writing
their own stories
using cartoons.
Students can draw and
animate their cartoons
by moving around
characters and
recording their voice.
Their final pieces can
be shared with others.

ILA
Standard 1.2
Students are highly
engaged when
technology is
involved,
acknowledging the
fact that changes in
pedagogy have
occurred over time as
well as 21st century
literacy skills. The
students will develop
their writing skills
through the use of this
app.
Standard 2.2
Using this app for
students to write and
publish their work is a
varied approach to the
writing process. It
will allow students to
express themselves in

ISTE
Standard 1
Students will
demonstrate critical
thinking skills while
they write original
pieces using the app
as a means of personal
expression.
Standard 2
The students will
publish and share
their pieces of writing
created using this app.

KTS6
Standard 6.1
The teacher must use
technology and online
resources to first
become familiar with
the app in order to
teach the students
how to effectively
create original pieces
of writing.

Standard 6.2
The teacher will
model creating a
writing piece to show
Standard 3
the students how to
Students must be able use the app before
to organize their
allowing students to
ideas, analyze the
use it for their own
information/ideas they creations, therefore
want to include, and
facilitating their
evaluate their work.
learning.
Standard 4

Standard 6.5

a way that pencil and

paper will not,
engaging them with
animation and
cartoons instead.
Strategic knowledge
of how to use such an
app will support
students creativity.
Standard 2.3
Students will use the
app to digitally write a
range of texts
including narratives,
expository, and poetry
after writing a
rough draft in print
form.
Standard 4.2
The app will be used
as a means for
students to publish
written pieces that
feature diverse topics
that are taught in class
(i.e. an informational
piece about Dr. Martin
Luther King Jr.).
Standard 5.1
The physical
environment of the
classroom will allow
students to use this
app to write and
publish their pieces
during Writing
Workshop time.

The students must use

critical thinking skills
to manage their
writing projects using
this app in order to
create original works
in a timely manner.

It will be necessary
for students to
understand that they
are writing their own
pieces and that they
must be their own
ideas, not the ideas of
others. The teacher
will monitor the use
of the app to ensure
safety and equitable
use of technology.

Research and Role of TPACK

The components of the TPACK model are addressed with the use of the apps. The
students will be engaged with technology by using the apps on the iPad. The Technological
Knowledge (TK) needed to manipulate the iPad (unlocking the iPad and locating apps) is prior
knowledge of the students. The students will gain a better understanding of how to use the app
the more practice they get with it, therefore improving their TK with the apps. The students will
use their Technological Knowledge while incorporating their Content Knowledge (CK) in order
to use the app to improve their literacy skills, therefore connecting the TK and CK components
of the model. Their CK will develop the more practice they have with the app. The Pedagogical
Knowledge (PK) will be addressed when the students first learn to use the app through
scaffolded instruction or the gradual release of responsibility. The students will use all
components of the TPACK model when they use their Technological Knowledge to manipulate
the app to improve the targeted literacy skill(s) improving their Content Knowledge, all the while
working independently or in a small group after being gradually released from direct instruction
(PK).
Laura Northrop and Erin Killeen (2013) explain that the gradual release of responsibility
can be used when teaching students how to use apps on iPads or tablets. They explain the
importance of first explicating teaching the desired skill without the use of the iPad. Without
prior instruction in the literacy component, it is likely that students will not really be applying the
literacy content knowledge in a meaningful way (Northrop & Killeen, 2013, p. 533). After the
students have received direct instruction, it is necessary for the teacher to explain and model the
skill or concept using the app, addressing the specific literacy skill within the app. The students
will then have an opportunity for guided practice with the app. Northrop and Killeen (2013)
explain, because hidden misconceptions and difficulties can arise, the guidance and feedback
provided by the teacher are crucial (p. 535). Finally students should engage in independent
practice with the app, the final component of the gradual release of responsibility. The students
will use the apps during the Literacy block, at times, independently, while other times as part of a
small group lesson. The gradual release of responsibility will have been used; therefore ensuring
that student time spent on the app(s) will be meaningful.
The students will be using the apps on iPads during the Literacy block within centers and
small group instruction. Amy Hutchinson, Beth Beschorner, and Denise Schmidt-Crawford
(2012) explain that the use of iPads as a part of literacy instruction can promote students 21st
century digital literacy skills. When teachers design lessons, addressing all components of
TPACK, students benefit greatly; they learn the target literacy goal and at the same time learn
new 21st technology literacy skills. The introduction of the iPad, and other tablets like it, has
changed mobile learning possibilities for teachers and students (Hutchinson, Beschorner,
&Schmidt-Crawford, 2012, p. 15).

Grants
Name of Grant: Student Achievement (The NEA Foundation)
Amount: $2,000 and $5,000
Link to page: http://www.neafoundation.org/pages/nea-student-achievement-grants/
The grant money can be used to purchase resource materials, supplies, equipment, transportation,
technology, or scholars-in-residence. The funds cannot be used for after-school, weekend or
summer programs, salaries, stipend, conference fees, and lobbying or religious purposes.
The basic requirements for being awarded the grant include applying by one of the three
deadlines: February 1, June 1, or October 15. The grant money should be used for engaging
students in critical thinking and problem solving that support and enhance their knowledge of the
Common Core State Standards. In addition, the grant money should promote student inquiry and
critical reflection as well as self-directed learning.
Name of Grant: Learning and Leadership (The NEA Foundation)
Amount: $2,000 for individuals and $5,000 for groups engaged in collegial study
Link to page: http://www.neafoundation.org/pages/learning-leadership-grants/
The grant money can be used to fund participation in professional development experiences,
including summer institutes, conferences, or action research. The money can also be used to
fund collegial study, action research, lesson plan development, or mentoring experiences for
faculty and staff.
The basic requirements include the grant money being used for public school teachers, public
education support professional, and/or faculty and staff in public institutions of higher education.
Name of Grant: Lowes Toolbox for Education
Amount: Ranges from $2,000 to $100,000; majority of grants will be given in the $2,000 to
5,000 range; larger projects granted $10,000 $25,000; critical need projects over $25,000 are
considered on a case-by-case basis.
Link to page: http://responsibility.lowes.com/apply-for-a-grant/
http://responsibility.lowes.com/2015/wp-content/uploads/2014/03/Giving-Guidelines1.pdf
The grant money can be used for technology upgrades, tools for STEM programs, or facility
renovations and safety improvements.

The basic requirements include the grant money be used for public K-12 or charter education and
community improvement projects. The projects must be high-need projects. The fall
application cycle will run August 3 October 16, 2015. The application link will be posted on
August 3.