Phase Three 

Phase 3a: Developing an Implementation Plan

 

In order to effectively implement strategic instructional strategies geared toward writing development, a comprehensive plan must be created. The instructional methods must meet the goals of the assessment as well as the needs of each of the individual students.  In Phase 3, the instructor creates the detailed implementation plan that includes various instructional strategies and methods as well as materials and supports needed to advance the learning of all students. 

 

Timeline of events: 

As a technology resource teacher, I am collaborating with a classroom ELA instructor throughout the duration of this project. To ensure that our collaborative efforts are on pace, we created a joint scope and sequence of the project (Figure 1). This timeline is segmented to reflect the activities that occur in both the general classroom and the technology lab. Please note that the technology teacher (myself) meets with students once a week for 45 minutes. The general classroom teacher meets with students for writing workshop instruction for approximately 150 minutes per week.

 

Figure 1: Timeline of Events

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Specific instructional strategies for each week are detailed in the following section. Please note that several strategies overlap multiple weeks as they are being used simultaneously in both the ELA and technology classrooms. 

 

Instructional strategies and methods by week: 

 

In the ELA and Technology classrooms 

 

Writing instruction takes place daily in the ELA classroom. Technology instruction takes place once a week for 45 minutes and is a supplement to the in-class writing instruction. 

 

Pre-Activity (Week One):

 

During the ELA block, students will be exposed to the genre of Tall Tales by exploring a variety of texts that correspond to individual instructional reading levels. Teachers will model idenifying the genre elements of the texts during whole-group direct instruction and then students will work in small groups to determine the key components of a text. Students will use the attached teacher-created graphic organizer to capture evidence of the components. 

 

Figure 2: Tall Tale Elements Graphic Organizer

(Teacher-created)

 

 

 

 

 

 

 

 

Writing: 

 

After the students have been introduced to the Tall Tale genre during reading instruction, the classroom teacher will introduce the writing assignment. The teacher will also review and model the five stages of the writing process with the class as they begin to compose their own tall tales. 

 

Pre-writing (Week Two)

During the first stage of the writing process, students will engage in brainstorming activity to help them develop the basis of their narratives. The teacher will model expected grammar and mechanics during a guided co-writing exercise (Viadero, 2002). Students will then use two strategic graphic organizers to assist with character and plot development for their independent narratives. The organizers specifically addresses the use of explicit details, which is the overall goal of the assessment. They also assist with formation of a narrative fitting the tall tale genre. 

 

Figure 3: Tall Tale Pre-Writing Graphic Organizer

(Teacher-created)

 

 

 

 

 

 

 

Figure 4: Storyjumper Graphic Organizer

(Storyjumper, 2015)

 

 

 

 

 

 

 

 

Drafting (Weeks 3-4)

 

Students will complete rough drafts as an independent free-writing activity in the ELA classroom. 

 

Revising (Weeks 5-7)

 

As part of a whole-group lesson, the classroom teacher will review the following instructional topics for the revision of writing (Viadero, 2002):

 

• Varying sentence structure

• Elaborating on ideas

• Creating strong topic sentences

• Consistency of voice, character, or style

• Organization of ideas

• Improving introductions/story beginnings

• Adding sensory details

• Including time and transition words

• Using dialogue

• Choosing strong action verbs

• Crafting conclusions/story endings

 

Additional revision will occur in wiritng small groups (read-alouds for peer feedback) and in independent writing conferences with the teacher. 

 

Editing (Weeks 5-7)

 

Proof-reading and editing will occur independently and in small groups after the teacher has presented mini-lessons on grammar and mechanics. These lessons will be specifically targeted to strategic student groups. 

 

 

Publishing (Weeks 4-8)

 

The publishing stage of the writing process will take place in the technology lab. The technology teacher will introduce the concept of digital storytelling by previewing several examples with the class. Then, the teacher will introduce the software to the class in the form of the visual tutorial. The teacher will model how to use the program by completing a group writing projecting the teacher work for the class to see. The students will then recieve personal login information and be able to begin writing their digital stories. 

 

Students will use their completed storyboard graphic organizers as a basis for the illustrations in their books (adding details in the form of images from the software). They will also use their final written drafts to compose the written pages of the books. 

 

 

Meeting diverse needs 

 

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In this classroom, several students are currently receiving academic accommodations and behavioral supports. Student diagnoses include ADHD, dysgraphia, and other specific learning disorders with impairment in reading and written expression. The following supports are included in this unit: 

 

Chunking of assignments: Students will be working on this assignment at various times throughout the instructional day (both in the ELA classroom and the technology lab). Students have the ability to take frequent breaks throughout the writing process and will work on specific segments at a time. 

 

Use of graphic organizers: Students will plan the narrative piece using several graphic organizers. In addition, the software used for the digital project is formatted to resemble a digital organizer. 

 

Access to electronic devices for assistance with spelling and grammar: Students will be using desktop computers in the technology lab as well as classroom laptops to complete assignments. The storyboard software includes spelling and grammar check. 

 

Exemptions from cursive writing and/or scribe: Students will be using the computers to write the assignment. Those students with impairments of fine motor skills and graphomotor disorder will  not need to physically scribe. 

 

Alternative assessments for writing: Students with difficulties in written expression will be able to use digital images to enhance the meaning of their narratives. 

 

Extra time: Students who require extra time for this assignment are able to log on to the storyboard software from any computer, at any time. 

 

Phase 3b: Preparing the Environment

 

Technology Resources 

 

The technology lab is equipped with 34 Dell XPS 8700 desktop computers, 40 Chromebooks, and an Epson projector. Each of the computers has access to high-speed Internet provided by Comcast Xfinity. There are currently 3 wireless access points in the building and the reliabilty and speed are very good. The software that students need to access is called Storyjumper and is availble for free online at www.storyjumper.com. 

 

Access plan

 

Prior to implementing this lesson, the instructor must first become familiar with the software being used and prepare the environment for easy access by the students. The following steps are included in this access plan: 

 

1. The instructor will create a teacher account at www.storyjumper.com and watch the video tutorial entitled "StoryJumper-Learn the Basics" 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

StoryJumper Customer Support [Screen name]. (2015, January 7). StoryJumper - Learn the Basics [Video file]. Retrieved from https://youtu.be/I7u935g96Mg. 

 

2. The instructor will then create a class list, assigning a user name and password for each student. Prior to class, the instructor will print off cards for the class that contain the web address, user name, and password so that students can access the software from any device. 

 

 

 

 

 

 

 

 

 

StoryJumper (2015). Teacher Dashboard. Retrieved from http://www.storyjumper.com/library/my. 

 

 

3. During the first class period in the technology lab, the instructor will use the Epson projector to show model the software in real-time, starting with the Story Jumper tutorial. 

 

 

 

 

 

 

 

 

StoryJumper (2015). StoryJumper Tutorial. Retrieved from https://www.storyjumper.com/book/docreate/594.

 

Logistical plan

 

Although the plan for this unit is to complete the activities as written, there is always the possibility of technical or logistical issues. Alternate plans due to common issues are discussed below.

 

No Internet Access: In order for students to access the StoryJumper software, they must be using a device that is connected to the Internet. The school ocassionally experiences problems with Internet connectivity. If the connectivity should cease during the use of the software, students should leave the program open and the teacher will ensure all work has been saved once the connectivity resumes. Additionally, planning tools will be provided for students who need to work on their projects without Internet availability. For example, students can manually write sections of the story and draw illustrations on paper that can be added to the digital project at a later time. 

 

Hardware Issues: The primary devices for students to use when completing the project are the desktop computers in the technology lab. If these devices are not functioning correctly for any reason, students may use one of the classroom sets of Google Chromebook laptops. 

 

Software Issues: If the Storyjumper software is experiencing technical difficulties during the assigned class period, students may complete an alternate activity during that time. Preferably, students will be able to work on sections of the story manually. Otherwise, the classtime can be rescheduled so that students can remain on track. If students forget login information, the technology teacher is easily able to access those credentials from the Storyjumper class page. 

 

Absent Students or Lack of Time: Students are able to access the Storyjumper software from any computer, at any time, with parent permission. If students are absent or need additional time, they may work on their assignment from home. In the event that multiple students need more time due to school scheduling, they may access the technology lab during lunch or recess to work on projects. The technology teacher is able to be flexible with scheduling.