Apps to Support Reading Comprehension


Hey everyone!  It's Bex here from Reading and Writing Redhead. There are SO many apps out there to wade through so I wanted to take a look at a few that could support your students as they work on reading comprehension skills. It is easy to find apps for phonics and vocabulary but trying to find apps for comprehension or ways to use apps to support it is not such a piece of cake. 

And of course as with an app or technology, it won't work for everyone in every circumstance so please comment and let us know what you like and what works for you and your kiddos! Additionally, for most of these I have the free versions but there are paid versions so if you have the paid versions let us know what additional features you can access!

First here are a few apps that are straightforward and your child should be able to use it independently.

Inference Ace

Inference Ace is one of a series of apps from Happy Frog. Inference Ace has a cute and simple interface. In it, students are presented with a series of situations and asked to think about "when", "where" etc.

Here are the levels and as you finish level one, yes you unlock level 2. A level can be repeated so a student who needs more practice could do that or this app could be used by multiple students.


Here is an example of  situations and the options for students to decide when it is happening.


I like that if the student gets it wrong, they prompt her, much like a teacher would.


Occasionally I think you would get a situation a student might be confused by like this one. If you have no background information about camp, you might be stumped, but cafeteria is a big clue here and might make up for that.

The only thing with this app is that it does not give an option where the question/responses can be read aloud so your student needs to be a pretty fluent reader. Also of course, no app like this can ever replace skilled instruction from a teacher, but this is a nice option to supplement what you might be doing in the classroom.

Inference Clues is of course another one of the series of apps from Happy Frog. It has a similar interface. On this app, if you click on the person icon, you can sign in so students can play under their names.



Inference Clues asks students to look for clue words or phrases that help them figure out when or where things or happening. Oh, and by the way, the circles on top fill up as students answer questions right. 


There is a user management tool with these but it is not passcode protected so students might access it; however this could be handy for a teacher! 


Here are some apps that may involve more support from you, the teacher and a little more management and supervision but are still possible uses in small groups, independently or even whole class.

Story Creator
I am new to this app but it is great and has a lot of possibilities! If you want to try it, I highly recommend you search for videos on all the ways to use it because I will barely be able to scratch the surface here. But in any case, you can have students read a story - for example an ebook, and respond to it in in this app. 

So let's say you had your students read the ebook Tuggy and Friends (free by the way) in iBooks.  Have them snap some screenshots while they do this. Then you can have them open Story Creator and start by having them either post their name on the cover or post a screen shot of the cover of the book and their name. See how they can add text, images from the camera roll, take pictures, or do drawings? Neat!


Then they can turn the virtual page and add pictures,  text etc. in whichever way you direct them. You can have them summarize the book, respond based on character and setting and so much more. Sky's the limit with this one!


Want your students to have a virtual version of notetaking when they read an ebook, like when you give them post its to take notes? Or maybe note taking on  a tablet is more motivating for reluctant readers? Here are a few apps that may help!

Mental Note
Mental note allows you to type notes, (it gets saved under the first few words of the note so students should type their name first) and then also draw pictures or handwrite notes. The notes can be saved as PDFs, pictures, text, or just in the note app.


       




Note Master

This is a favorite because students choose a title for their notes and then can type and insert pictures from the camera roll. So if  your student read Tuggy and friends and took some screen shots, she can type a response (here she is giving evidence of how she knows Tuggy is friendly) and then paste a picture! These notes can be uploaded right to dropbox, icloud, emailed, or opened in word or a a .txt file.

      


Popplet
I love Popplet. Right now I have the lite version on my phone but my iPad which is at school has the full version. This would be a great way to create a story map, character maps, and endless other reading responses - Cause and Effect, Setting....

I don't have tons of screen shots but when you start a new one you can type text or insert images.
You can add a lot of popples and you can set them up in all kinds of way. This is a very basic one!

       

And when done, students can save as a jpeg, or email it. There are lots of ways  to customize them too with colors and  themes!



BONUS: Reading Island #1 
I couldn't put it with the others because it is not really for reading comprehension but it is really fun and teaches lots of different reading skills in a fun way.
Here is part of its short vowel sounds section! It has a combination of videos and games. I ran through it for a while and did short vowel sounds, initial, medial and final sound replacement, and spelling. 



So again, these are not thorough descriptions but i just wanted to give you all an idea of what is out there. And not all of these will work for everyone. Comment and let us know below what apps you like for comprehension and  how you use them. Have a great blog post or have you seen a great youtube video for an app? Let us know! Thanks so much!




Consensus Activity

Hello and welcome to Adventures in Literacy Land!

 It's Pixie Anne from Growing Little Learners here today to share with you an idea to develop skills in 

This month has been manic and school finally ended on July 21st.  My class and I kept on working up until the very end and totally deserve our 6 week break!

There was no easing into the holidays for us and we even had a full on formal observation the Wednesday before school ended - not an ideal time as I am sure you can imagine but we just about survived...

We have been working a lot over the last term on our reasoning and questioning skills. I'm a teacher who likes to be in control so I have been training myself to take a step back and hand over more of that control to my little learners and make sure they worker harder in the classroom than I do... I certainly wouldn't say I'm there yet but my class have definitely become more independent and are now doing a lot more of the questioning than they were before and that has got to be a good thing, right?!

One of the activities we have done a few times now (and did for that dreaded observation) to practise these skills is a consensus activity. It only requires a piece of paper and a pencil and next to no preparation but really builds those speaking and listening, reasoning and questioning skills that are so important.


Here's how it works:

Linked to a topic you are studying, you pose a simple question. I did this activity with these questions last term:

What makes a great explorer? (linked to out history topic)
What makes a great artist? (at the start of arts week)
What makes a great sportsperson? (before sports day)
What makes a successful learner? (getting ready for moving on to our new class) 

With a large piece of paper with a circle in the middle, each child (groups of 4 work best) silently has a few minutes to jot down all their ideas in a corner of the paper - no rights or wrongs, anything goes!

What makes a great artist?
After they have had that time to think and make notes independently, I ring a bell or signal in some way that it's time to share. I find it works well when I appoint a group leader to make sure everyone has a chance to share their ideas and to lead the questioning as needed. I circulate and listen and encourage them to ask each other questions about the choices that have made. This is the time for lots of talk and listening to each other and I often step in to ask different children to tell me what ideas a different group member has shared to make sure they are actively listening at all times!

What makes a good learner?
Once the group have had a chance to chat and share all their ideas I tell them they have to decide on the 4 most important ideas and write those in the circle in the middle of the page. This is the part that really forces them to question each other, justify their ideas (if they want them in the circle) and work as a team.


Once this is done you can go a step further and ask them to rank these 1-4 or just have each group share their ideas with the class. 

It was at this point that I introduced a hand signal to the class (which we have since used in all lessons) to distinguish between those who just want to share an idea, and those who have listened carefully and have a question for the person who just shared e.g. Can you tell us a bit more about why being brave is so important? Can you think of an example when an explorer might need to be especially fit and strong? Do you think being well prepared is more important than being healthy? 

I was so impressed with the questions my 6 and 7 year olds were asking each other! After just a little modelling, they really embraced it and I was proud of the dialogue happening in my classroom! 


There are lots of ways to carry on - having a class survey on which is the most important and creating graphs or moving the speaking and listening into a writing activity and writing persuasively.

Another great thing about this type of activity is how it cuts down on teacher talk time. The lesson I did on successful learners was 80:20 led by the class. The consensus activity formed the input of the lessons - no lecture from me! They then wrote letters to the new teacher telling them what they thought would make them great learners in their new class. At the end they gave each other feedback on the letters written and we discussed any further ideas. I just facilitated and encouraged and gave a nudge in the right direction as needed. 

I am sure there are lots of other ways you could use this activity, especially with older children and I would love to hear your ideas so please leave a comment below!

That's all for today - I hope you're enjoying your break no matter what stage of it you are in!



Summer Reading: Chapter 7


Richard Allington and Anne McGill-Frazen end our Summer Reading book study with a chapter that sums up their findings from the different studies that were shared throughout the book.  So I wanted to take a moment to review some of the important points that I gleamed from this book:

First of all, I think it was made very clear that the amount of voluntary summer reading that occurs by students from different socio-economic levels is the biggest factor to the achievement gap that we see in our schools. It was also noted that books are just not as available to kids in low income families when compared to middle class families.  I work in a low socio-economic school and it is true.  My kids repeatedly tell me..."I don't have books at home."  So I work hard to get as many books in their hands as I can.  What actually occurs in the homes of my students is out of my control, but what can I DO that positively impacts the practices in the home?

This leads me to the next part of this chapter: the ideas.  Allington and McGill-Frazen summarize some of the positive practices that were shared throughout the book but they inserted a few more.  I appreciated this because it got my brain thinking about what I could actually DO to impact some change.  Here are a few of my favorite ideas:
*send books home over the summer
* open the school library 1 day a week
* students call in and read to the school voicemail
* meeting students at the local library to discuss books

I actually read part of this book as the year was wrapping up in May.  When I read about how 15 books were given to each student by self-selection, I decided to try it out.  

Here's what I did: 
I filled my guided reading table with books at a specific DRA range.  Called groups of students over and handed them a bag.  

 Each student filled their bag with 15 books that looked interesting to them.  I repeated this process with the different DRA ranges.  By the end, every first grader had a summer book bag filled with 15 books that they chose.  There was one problem: these were not as "high interest" as I would have liked, but it was the best I could do with a last minute decision.  I am excited to ask the students about their experiences with the summer book bags when school resumes.

The role of public libraries was also mentioned in this chapter but it was pointed out that they must read out to economically disadvantaged families because they are less likely to go to the library.  I have found this to be true.  The public library that my students visit does have a good reading program and offers many, many incentives for reading.  But I am not convinced that the students that need to go there and check out books actually are.  Then I read, "middle class children are more likely to be engaged in organized summer programs than children from low-income families."

What can I do to help change this?  Can I help to start new habits within my school families?

These questions led to another decision that was made this summer.  After a school-wide book study, it was decided that we would offer a "Readbox" twice a week at dismissal.  We are a walking school; therefore, our lot is filled with families at dismissal time.  This is a perfect opportunity to push reading at home and offer free books to be checked out.  If parents are not going to go to the library, we will bring a version of a library to them.

My teammates and I have collected a rolling bookshelf (to roll outside) that will be painted red, a banner, a stamp for the books, books (as high interest as possible--notice the Disney characters!), and the Book Retriever app to check the books in and out.
So every week this year, my teammate and I will stand outside encouraging families to rent books from our "Readbox."  My hope is that this will become routine for families.  If this becomes the case, I would like to continue the routine during the summer months.

Has this book led you to want to make any changes in your school this upcoming year?

We would love to hear about them!  Anytime someone shares an idea, it helps to stir more and more within the rest of us!! Thank you for reading along with us.  It has been a helpful, insightful, and worthwhile read.

OTHER SUMMER READING BOOK STUDY POSTS:







Making Summer Reading Personal


Hello Royal Readers! This week we are discussing the book Summer Reading by Richard Allington and Anne Mc-Gill-Frazen. Yesterday, Andrea shared how one principal took her summer reading program on the road. You can read that post {here}. Today, we'll focus on chapter six.

Making Summer Reading Personal and Local

This chapter takes an in-depth look at one district's personal and local approach to summer reading.

Summer reading loss has the potential to become a huge problem for children and school districts. Consider that a child can lose up to three months reading achievement each summer, which can accumulate to a gap of nearly 2 years by the end of sixth grade.  Wow, as a reading teacher I find that terrifying!


A Summer Books Program

One district rallied together to find a solution to the summer reading loss problem.  Principals, reading specialists, special education teachers, and building staffs studied Allington's work and developed a plan.  Here's what they did:

  • Created a student interest survey for students to complete. The first year of the program, they began with first grade, adding a grade each year until the program serviced first through fourth graders.
  • Developed a list of books to purchase based on the student interest survey.  
  • Negotiated the best prices with shipping included.
  • Purchased a large quantity of books (roughly 20 per student).
  • Invited student to "shop" for their summer books prior to the end of the school year. 
  • Challenged students to read 1000 minutes over the summer and document their minutes.
  • Provided incentives (treats, surprises, postcards, phone calls, and a hotline to hear a special message) to maintain motivation throughout the summer.  
  • Held a community event, a mid-summer reading reunion, to exchange books for fresh reading material.
  • Collected the books and calculated the minutes upon the start of the new school year.
  • Assessed students reading levels.

Funding

I'm sure you are wondering how much this program cost. It was expensive, but the district had the mindset of "pay now or pay later".

So how did they pay for it?  They raised the money by writing grants, enlisting the help of their PTO, and forming community partnerships.

Local businesses sponsored the mid-summer reading reunions. For example "Burgers and Books" was sponsored by Bob's Big Boy, and Outback Steakhouse sponsored the "Go Outback and Read BBQ and Book Exchange". Local newspapers promoted and covered the events.

Results

Nearly 80% of children who participated in the summer books program maintained or grew over the first summer.

The program has expanded over four years to serve grades 1-4. The current fourth graders, who received the books for three consecutive summers, have had the highest degree of success.

The success with special education population was especially impressive.

The program has become wildly popular. The whole community gets involved, parents are educated on the importance of summer reading, students look forward to receiving the large bag of books, and the mid-summer book exchange continues to grow each year.



Question for Discussion

What elements of this summer reading program could be used to improve the program at your school?  Share your thoughts in the comment section below.  

Stop back tomorrow as we conclude our Summer Reading book study with Chapter 7: Where Do We Go from Here?

OTHER SUMMER READING BOOK STUDY POSTS: