ALEX Learning Activity

  

StoryBird

A Learning Activity is a strategy a teacher chooses to actively engage students in learning a concept or skill using a digital tool/resource.

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  This learning activity provided by:  
Author: Emma Anderson
Organization:University of North Alabama
  General Activity Information  
Activity ID: 1253
Title:
StoryBird
Digital Tool/Resource:
Storybird
Web Address – URL:
Overview:

Storybird is a website where you can create and publish books that you write. The site has many illustrations that you can use with the book that you have written. You can also read other people’s creations and give feedback on them. You can also receive feedback from other people about your creations. Storybird can be used in writing and teaching the students about technology. It can expand the students’ creativity by giving them a chance to create something that is all their own and publish it. This will also get students excited about reading and writing.

  Associated Standards and Objectives  
Content Standard(s):
English Language Arts
ELA2015 (2015)
Grade: K
26 ) Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. [W.K.3]

English Language Arts
ELA2015 (2015)
Grade: K
28 ) With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. [W.K.6]

English Language Arts
ELA2015 (2015)
Grade: 1
26 ) Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. [W.1.3]

English Language Arts
ELA2015 (2015)
Grade: 1
28 ) With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. [W.1.6]

English Language Arts
ELA2015 (2015)
Grade: 2
24 ) Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. [W.2.3]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.2.24- Compose narrative texts by introducing characters or a narrator and organizing events in sequence.


English Language Arts
ELA2015 (2015)
Grade: 2
26 ) With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. [W.2.6]

Digital Literacy and Computer Science
DLIT (2018)
Grade: K
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

Unpacked Content
Evidence Of Student Attainment:
Students:
  • will will show ideas by using different applications on a device.
  • will change and fix those ideas on the device.
Teacher Vocabulary:
  • text
  • image
Knowledge:
Students know:
  • how to type or use speech to text to type basic letters and words.
  • how to delete letters and words.
  • how to resize an image.
  • how to move an image around.
Skills:
Students are able to:
  • type and edit text.
  • resize and move images.
Understanding:
Students understand that:
  • an artifact created digitally can be reviewed and revised easily and in the same platform.
  • text and images can be used together to convey an idea or information.
Digital Literacy and Computer Science
DLIT (2018)
Grade: K
2) Demonstrate use of input devices.

Examples: Mouse, touch screen, keyboard.

Unpacked Content
Evidence Of Student Attainment:
Students:
  • will use a mouse and keyboard to enter information.
Teacher Vocabulary:
  • mouse
  • keyboard
  • screen
Knowledge:
Students know:
  • input devices are used to manipulate computing devices or enter information.
Skills:
Students are able to:
  • use a mouse, keyboard, or other input device to navigate on computing devices and enter information.
Understanding:
Students understand that:
  • they may need to use other pieces of equipment to navigate, select programs, or enter information into a computing device.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 1
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

Unpacked Content
Evidence Of Student Attainment:
Students:
  • will type and edit letters, words, and simple sentences correctly.
  • will use a digital tool to draw a simple picture.
  • will insert, move, and size a digital image.
Teacher Vocabulary:
  • image
  • cursor
Knowledge:
Students know:
  • how to type letters, words, and simple sentences.
  • how to delete letters, words, and simple sentences.
  • place the cursor where they need to delete or add.
  • how to draw a simple picture digitally.
  • insert, move, and size an image.
Skills:
Students are able to:
  • type, review, and edit typed text.
  • create a simple drawing using digital tools.
  • select, size, and place images.
Understanding:
Students understand that:
  • an artifact they create using digital text, images, and drawings can be used to convey ideas and information.
  • because the artifacts are digital, they can be edited and revised easily.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 2
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

Unpacked Content
Evidence Of Student Attainment:
Students:
  • will create and edit multi-media projects with digital tools.
Teacher Vocabulary:
  • video
  • audio
  • record
  • text
  • digital
  • multi-media
Knowledge:
Students know:
  • devices can record pictures, drawings, videos, audio and text.
  • programs and applications can organize and help you edit pictures, drawings, videos, audio, and/or text.
Skills:
Students are able to:
  • type, record audio and video, and draw in a digital environment.
  • organize text, audio, video, and or drawings in a digital environment.
  • record their learning into a digital device using video, text, and/or pictures/drawings.
Understanding:
Students understand that:
  • they can show what they have learned using a digital resource such as video, audio, text, and or pictures/drawings.
  • because the work has been done in a digital environment, it can be easier to edit.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 2
9) Use a variety of digital tools to connect with other learners.

Examples: Online conferences, blogs, collaborative documents.

Unpacked Content
Evidence Of Student Attainment:
Students:
  • will connect with other students using digital tools.
Teacher Vocabulary:
  • video
  • audio
  • image
  • text
Knowledge:
Students know:
  • they can connect with others using different digital tools.
  • digital tools that connect people can be video, audio, text, or image based.
Skills:
Students are able to:
  • connect with others using multiple digital tools such as collaborative documents, protected blogs, and video/audio conferences with other learners.
  • use the most appropriate tool for the task.
Understanding:
Students understand that:
  • there are many ways to connect with other learners digitally.
  • some ways to connect may work better in certain environments or for certain tasks.
Learning Objectives:

Students will be able to write a story of their own and use illustrations from storybird to create an original work.

  Strategies, Preparations and Variations  
Phase:
During/Explore/Explain
Activity:

After studying many books, including books by other students their age one storybird, students will brainstorm a topic they would like to write about, and write a story. Then we will go to the computer lab where they can write their story on storybird and add illustrations. Then, after we talk about editing and proofreading a little, I will allow the students to publish their works on storybird for other people to see.

Assessment Strategies:

You can evaluate the students by having them share their stories by pulling them up on the smartboard and letting the students read their own stories to the class to check that they made their storybird right.


Advanced Preparation:

The teacher must prepare the class by talking about publishing methods and different types of books and helping each student decide what type of book he or she would like to write and then demonstrating how to use storybird and helping the students understand how to create their stories.

Variation Tips (optional):
 
Notes or Recommendations (optional):
 
  Keywords and Search Tags  
Keywords and Search Tags: