Running head: UTILIZING PODCASTS TO ENHANCE FLUENCY 1

Utilizing Podcasts to Enhance Fluency and Comprehension in Readers Theatre

ED 530 Collaborative Technology Integration Plan

Alyssa Reph

Wilkes University

April 12, 2015

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Academic Research Narrative on Emerging Technology

Vasinda and McLeod (2011) explored the use of podcasts in readers theatre and the

effect on students comprehension and fluency. In the primary grades, reading fluently is

challenging as students strive to work on including expression and proper intonation, while

maintaining comprehension of the text. Martinez et. al summarized that the readers goal is to

expressively read a text so that the audience can visualize the story (Vasinda and McLeod,

2011, p. 2). Vasinda and McLeod noted that dramatic, repeated reading increases both fluency

and comprehension and use of intonation, volume, pitch, timing show the reader understands the

text. They conducted a study over 10 weeks, setting aside just 10-15 minutes per day for

readings.

Each week on Monday, teachers chose scripts that tied in with content or students

interest, opposed to matching students by leveled scripts. Then, new roles were selected and the

teacher modeled expressive reading. Furthermore, copies of each groups script was sent home

for students to practice at home with their families. Tuesdays through Thursdays students

practiced with teacher observation and feedback occasionally. Friday was recording day with

groups taking turns with the computer to record independently.

Vasinda and McLeod recorded that the growth for struggling readers after 10 week study

was 1.13 years in reading comprehension. The benefits through the use of technology were

found to be a larger audience, permanence as students sought to find their voice, and

reflect/improve fluency. Also, podcasts provided audio as well as visual, using sound waves

while recording as a measure for loudness and pausing. Though Vasinda and McLeod have

shown the impact of podcasts on students learning, utilizing technology should be done

intentionally. As Kozma eloquently stated, Certainly technology should not be used simply for
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the sake of novelty. Educators must use technology to create a learning experience that would

not be possible without the technology or that is specifically suited to the technology (Vasinda

and McLeod, 2011, p.11). Technology such as podcasts must be used to bridge the gap

between old school and 21st-century school learning (2011).

Podcasts become an effective tool in the writing process as well, by giving students the

opportunity to hear the clarity of their writing, as well as the perception of what the audience

may hear (Davis & McGrail, 522). The idea of proof-revising with podcasting gives students the

opportunity to repetitively hear their work many times instead of just reading it can make a big

difference in the perception of the work to an audience or even the author himself or herself. This

idea of self-reflection allows a student to address any concerns they may have regarding their

writing, make any changes if necessary, but also gain feedback from others on their work; a very

important part of the learning process and development of writing.

Jones discusses the idea of changing the way we think about writing altogether and how

we should take risks. With the pace technology is growing, we absolutely have to change the

way we approach the writing process for students no matter what grade level. Establishing

authority, as Jones words it, can give students a voice when it comes to the use of new

technologies such as podcasting (Jones, 2010, 38). This draws comparisons to an elementary

classroom as well just the same as a university level student. Both students want their voice to be

heard, and through the use of new and emerging technologies such as podcasting, students can

take more ownership of their work because they can create it in an innovative way that makes

sense to them, their audience, and provide their best work.

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Integration Plan

This is my third year teaching, and my second year teaching second grade. My first year,

I was a long-term substitute in first grade until April, and then finished the year teaching fifth

grade. It was a challenging move to say the least! I had to relearn how to do fifth grade skills

because of the new way content, math specifically, is taught. After being interviewed that spring

and summer, I was offered a position to teach second grade and was ecstatic. I loved the

previous grade levels for different reasons, but second grade feels like a perfect fit for me. I truly

love what I do, and sharing my love of learning and technology with my students. My classroom

could be described as a shared learning experience as we learn together. My students never

cease to amaze me with their knowledge of specific areas of interest to them, and their joy in

sharing them with the class. My goal is to teach my students in a way that is engaging and

meaningful for them, intentionally utilizing technology.

I teach at Shaull Elementary School (K-5th), which has over 600 students. In my

classroom, there are 24 desks, a teacher desk, two large tables, and a few bookshelves. At the

front and back of the room, there are whiteboards and corkboards. My classroom has 6 netbooks

that we attempt to use daily, though they havent been working well this year. My students have

difficulty logging in and it often takes forever. Also, one of the netbooks makes a loud buzzing

noise so the students typically wont use it. There are two laptop carts in our building, one for

each floor, that we can sign out for our class. We also have a computer lab, though that is

utilized for computer classes and is only signed out by teachers for special circumstances.

The technology resources in my school are quite varied, and I feel blessed that we have

as much as we do. We have the two computer carts, each with 30 laptops that teachers can sign

out using an online form at anytime. My class uses them twice each week, one day for
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technology centers and the other for Study Island. Ive also signed them out to do research

during our informational writing unit, and just recently to begin writing narratives on Storybird.

We also have a classroom set of iPads that anyone can sign out, though they were purchased with

the intention of kindergarten using them. With this lesson, I will be implementing emerging

technology to enrich my reading instruction. The students will be able to use the emerging

technologies to create podcasts on Audacity: recording, editing, and uploading their group

fluently reading an assigned Readers Theatre script, along with responding to comprehension

questions about their assigned text.

Goals and Objectives

The students will be able to read a readers theatre script fluently with expression, and

respond to comprehension questions about their text. They will be able to record it on laptops

using Audacity to edit, then upload to our website. Students will be put in small groups of four.

I will survey the class to gain a better understanding of their unique interests, and group them by

their respective interests instead of their reading level. This way, students will have a text that

will interest them, and a group to collaborate with that will differ from their guided reading

group. The students will be given a week to practice their readers theatre script, and will record,

edit and upload independently on Friday. Since the laptop cart needs to be reserved, I will make

arrangements to have it on Friday afternoon during Daily 5. Students will be able to use that

time to complete their assignment.

On Monday, students will be assigned their group based on interests. I will give each

group their scripts, comprehension questions, and the rubric for the assignment. Then, I will

model reading a section on each script using the Smartboard so other groups can read along.

After modeling, I will explain each part of the rubric (reworded to be student-friendly) and ask if
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anything needs clarification. Lastly, students will be given the rest of the class time to determine

parts, and practice reading. Extra copies of scripts will be put in students mailboxes to be

practiced at home as well.

On Tuesday, Wednesday, and Thursday, students will continue practicing their script for

approximately fifteen minutes a day. As they read, I will move around to each group giving

support, encouragement, and suggestions for improvement. Teammates will be encouraged to

help their peers as well, giving constructive feedback using the rubric to guide their discussions.

On Thursday during Daily 5, which is separate from the readers theatre time, all groups will

work collaboratively to respond to the comprehension questions. Each group member is

responsible for contributing to the writing of the responses, and will use a different colored pen

so that I will be able to see what they added. Students will be expected to discuss their answers,

and then take turns adding their input to the questions.

By Friday, students will be able to read in long phrases, following punctuation, with

expression. It should sound natural, as if theyre just talking. They will be given class time on

that day for a final run-through of their script, and reading the responses to their questions. After

that, they will login to student laptops and begin using Audacity to record their script. While

one group is reading, the other groups will be the audience. Audience members will be quiet and

respectful, and will give some feedback after the group is finished recording. Each group will

record with a different laptop, so after all groups have recorded they can edit, and then upload to

our website. My hope is that through the use of emerging technology, students not only increase

their fluency and comprehension, but that they have more pride and confidence in their reading.
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Review Checklist for Objectives, Activities and Timelines, and Collaboration:

1. Objectives

Does the objective(s) directly address the goal(s)?

I feel that you clearly stated your objectives and that they address the goals. The activities

that you have planned for your students can have a positive effect on fluency, comprehension,

and their overall reading.

Are the objectives observable and verifiable?

By allowing students to practice their scripts, as well as the active monitoring and

constructive feedback you provide, the objectives are easily observable throughout the course of

the week when students are completing their work.

2. Description of Activities and Timelines

Do the activities align with the goal(s) and objectives?

Alyssas activities align very well with the goals and objectives stated in the integration

plan. Each activity planned allows for students to develop their comprehension, fluency, and

collaborate with one another for new ideas. She allows students to have their independent work

time, but also allows them to work collaboratively which is a very integral part in achieving the

goals she is working toward. This allows the students to share new ideas, give each other help

when necessary, and time to practice their skills in class.

Is the timeline stated?

Timeline is stated by Alyssa, and it is a week long lesson that students work

collaboratively, as well as independently to complete. She clearly lists the activities for the week,

as well as time frame, and the activities that will occur each day.
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Are there specific activities listed?

There are specific activities listed as well. For each day of the week the lesson takes

place, the students are progressively working towards the stated objectives and completing goals

on a daily basis. The technology that is integrated with Audacity allows students to create,

record, edit, and listen to their recordings of reading a readers theatre script.

Are there evaluation measures of effectiveness discussed in the plan?

Alyssa discusses the evaluation measures of effectiveness in the plan in the closure of the

weekly lesson. When students finish their practice of the scripts, they can record, edit, and

upload them on the website. Also, she allows students to review each others work, giving tips

and immediate feedback on the finished product which is extremely helpful to the creators of the

work.

Is the plan achievable?

I am very confident and strongly believe that this is achievable in the classroom setting.

In our grade level, we work hard on fluency, and the development of our students fluency

depends on challenging them with their work. Allowing the students to practice scripts from

readers theatre is the beginning of developing their fluency. The practice that they receive

throughout the week allows them to develop their reading skills as well as their comprehension

of the text, punctuation, and voice that they will find when reading. The only way to get better at

this is to practice. The collaborative aspect of this weekly lesson allows students to work hard on

their own, as well as with a group to improve their fluency. Alyssa would make sure and be able

to assist with the recordings for the scripts, as well as the editing and uploading phase as well. By

giving the students the ability to reflect on their own readings through their recordings, the

students will be able to see the progress that they have made. I strongly believe that this is
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achievable in the timeline set and I think Alyssa did a great job organizing the lesson for the

week.

Feedback Narrative: Include overall evaluation of paper, suggestions for improvement and

additional commentary

I love the way that Alyssa set the stage for her students in this weekly lesson for fluency.

She prepares her students to become better readers and gives them the necessary tools to see

improvements. Starting with readers theatre scripts that are challenging, the students may feel

that they will struggle with the task. The time provided for practice throughout the week is

consistent, and very critical in their development. The more practice the students receive, the

more they will develop their skills for reading the scripts. The comprehension questions will also

assure that the students understand the material that they are reading.

One area that I feel could really help the students is conferencing with students

individually, as well as with their groups to see how they feel with their progress throughout the

week. Depending on time constraints, this could be possible. Alyssa is still meeting with students

and helping them when necessary, so her monitoring of their work is extremely helpful as well.

Overall, I think Alyssa did a wonderful job of creating a learning environment that will enrich

her students skills. I believe her integration plan was very well done.

Peer Reviewer Name: Kyle Wenrich

Peer Reviewer Date: April 11, 2015

Date Feedback reviewed: April 11, 2015

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Reflection & Summary: Reflect on your integration plan and the collaborative experience of

the projected.

I feel that my integration plan is achievable and would benefit my students greatly in

their use of expression and intonation in fluency along with comprehending the text. I will also

include a rubric so that students have a better understanding of what constitutes excellent

fluency, and how detailed their comprehension responses should be. I would keep it simple,

possibly even a checklist for them to mark as they feel they have achieved those goals each

week. Then as they record on Audacity, I would score each member on their fluency and later I

will grade their comprehension responses.

Group projects are not my preference, simply because one person usually does most of

the work, or you may have to wait for the other person to add their work so you can finish yours.

On this project, Kyle and I shared the work equally. I liked how we selected two topics to

research, and each contributed our respective portions based on our topic for the integration plan.

However, if I had been working on my own, I would have submitted my paper a week before the

deadline. Instead, I finished it the night of the deadline due to waiting for Kyle to complete his

section of research. This was frustrating for me because I like to work ahead to avoid the stress

that can come with deadlines. On a positive note, Kyle and I did communicate quite regularly

about our work on the project: decisions regarding research sources, and dividing up the research

writing. I enjoyed collaborating on the research with him, but in the future I may discuss setting

up a timeline for when shared work should be completed to avoid the last-minute stress. Kyle

had an excellent integration plan for using podcasts with writing, and I am looking forward to

teaching those lessons in the future.

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References

Davis, A. & McGrail, E. (2009). Proof-Revising with Podcasting: Keeping Readers in Mind as

Students Listen to and Rethink Their Writing. Reading Teacher, 62(6), 522-529.

Jones, L. A. (2010). Podcasting and Performativity: Multimodal Invention in an Advanced

Writing Class.Composition Studies, 38(2), 75-91.

Vasinda, S., & McLeod, J. (2011). Extending Readers Theatre: A Powerful and Purposeful

Match With Podcasting. Reading Teacher, 64(7), 486-497.