Language Arts On The Air: Sixth Grade Students Share Their Book Reviews Through Podcasting

From the first day of school, students in Eileen Covell's sixth grade language arts classes are immersed in a world rich in children's literature. The act of reading is not just school work. It's an opportunity to experience life through the eyes of amazing characters. It's also an opportunity for students to become skilled in the art and craft of literary critique, sharing and discussing aspects of character, plot, setting, and genre of their favorite books.

For several years Eileen's students have exercised their critical skills through the creation of book reviews, dubbed Bookbats by Eileen. Over the years the Bookbats have taken numerous forms, including the written page and video taped segments. This year some students are presenting their Bookbats through the medium of digital audio and are sharing their work through podcasting.

A digital field recorder is used to capture students reading their Bookbat Reviews. If necessary, the voiceover is edited using GarageBand or an audio editing program named Audacity. Students also use GarageBand to create a soundtrack designed to play along with their voiceover. The music is composed by students to reflect the themes and tones of their books.

Eileen describes how audio recording provides one more outlet for students to share what they know.  "In class, we spend a lot of time talking about the writer's voice" explains Eileen. "When you literally hear your own words, you begin to understand this abstract concept; a child's own voice is a powerful tool."

Eileen considers the musical score as another mode of interpreting literary works. "Creating music to fit a book, teaches children about mood in a medium that touches them where they are."

According to Xavier, a sixth grade podcaster, "I think it's interesting to hear other students Bookbats, how the music they made tells how a story unfolds."  Sixth grader Courtney agrees, "It's fun because you get to create a mini song or soundtrack to go with your summary of a book. It creates another way for readers to get into a story."

Why podcasting? The medium provides a method for students to share their work with a broad audience.  "Kids need to see how the work they do in school translates to the real world." says Eileen. "They know that people listen to podcasts from radio and television programs all the time, and now they can speak to an audience beyond the classroom."

The blended components of this activity support the Reading Applications, Communication language arts standards as well as the Communications Applications technology standard.  All of this feeds essential questions such as, what makes a story a great story? Whose story is it and why does it matter?

If you would like to hear the Podcast, use your Web browser to visit the Bookbats Review. You can listen to podcasts directly from the Web site. You can also subscribe to the Bookbats Review podcast by clicking the Subscribe button on the home page. The podcasts are updated weekly so you will find subscribing is well worth your time! 

Say Cheese!

Students love taking pictures as much as they love being in pictures. Using digital cameras throughout the day provides younger students with a great way to share their unique view of the world. The cameras afford children the opportunity to be innovative and give them an excellent way of communicating their ideas, thoughts, and feelings. Photography also helps young learners to hone their observation skills, develop an understanding of perspective, and practice their technology skills. When using  cameras, children become familiar with some of the characteristics and uses of software and hardware while they begin to understand the nature and uses of different forms of technology. Cameras are used year round at Stevenson Elementary to help support teaching and learning in all subject areas.

Cameras travel with students on all class trips.  Experiences are recorded to extend the students’ learning when they return to the classroom.  Pictures are used to review vocabulary, sequence events, and are incorporated into summary paragraphs.

The students’ favorite thing to do is to take pictures of each other. Pictures are taken wherever kids are found - in classes, during performances, out on the playground, or in the cafeteria. The pictures are then used in a variety of ways:  identify feelings, share with pen pals, create bulletin boards, for newsletters, used as writing prompts, and just for fun.

• Pictures are taken to document the activities and learning that goes on throughout the school year. The pictures are then used to create a small memory book or scrapbook at the end of the year to be taken home as a keepsake.
• What am I riddles? Pictures are taken of a variety of objects. The students select one particular object, write several clues and have the reader identify the object.
• Letter of the Week books or picture pages are created after the introduction of a letter or sound. The students use the cameras to take pictures of items that begin with the letter or sound being highlighted by the teacher.
• Pictures are often used to enhance the content of a piece of student’s writing whether it be messages, journals, notes or poems for various purposes.
• I Spy Books are created using collages of objects and collections of pictures.
• Pattern Books are created when students survey their surroundings, identify a pattern, take several pictures and then label the pattern.
• Geometry Books or picture pages are designed focusing on 2D shapes  or 3D shapes. Students search for geometric shapes throughout the school and playground. They look for objects that such as circles, squares and rectangles. The students extend the search as they look for 3D shapes such as spheres, cubes, and pyramids.
• Life cycles of critters in the classroom, such as guinea pigs, gerbils, and butterflies are documented. Pictures are taken each day to record the changes that occur as the creatures grow and mature. 
• Students plant seeds and then document the changes that occur as the plant begins to grow. The pictures are used in diagrams, bulletin boards, and slide shows.
• Pictures are taken of the trees adopted by students in the school yard. Students practice leaf and tree Identification,  apply science vocabulary, and monitor changes made over time.

Students love taking pictures, and at Stevenson Elementary, students use digital cameras all year long.  Through pictures, students observe and share their views of the school, the community, and the world around them. Cameras are used all year at Stevenson Elementary to help support teaching and learning in all subject areas.

Culturespace is a discussion board created by 7th grade social studies teacher Vince De Tillio with assistance from EIMS technology coordinator Marc Alter. Culturespace grew from Vince’s desire to provide his students with a space for ongoing discussion and exploration of class topics. He wanted to harness the built-in motivation of a technology that’s part of most students’ everyday life. “I think the discussion board taps into a mode of communication most students are very familiar with.” says Vince. “Many of them already spend time communicating online and this tool builds upon that to provide opportunities to develop skills in higher-level thinking.”

Culturespace was built from the ground up using the free discussion board service, freeforums.org. In several short lab sessions students were introduced to the use, rules, and etiquette of Culturespace. After participating in a few practice discussions they were off and running and Culturespace quickly became a fixture in Vince’s teaching. Students access the board during class time and often post messages from home.

The questions and topics that Vince posts to Culturespace are carefully crafted to draw students into discussion and critical thinking about topics covered in the social studies curriculum. Through these exchanges students drill into the essential questions posed by the state social studies standards. Lauren, a seventh grader describes what she gains from use of the board. “Culturespace allows us to take things further. The questions that Mr. DeTillio posts on Culturespace ask us our opinions related to social studies topics that we’re studying. The questions don’t just test us on what we know. They relate back to our life. It allows me to make connections. I can understand history and social studies better if I understand how they relate to my life and might effect me now.”

Vince also saw an opportunity to use technology to address students’ varied learning styles and different comfort levels with class participation. He explains, “The discussion board offers a platform for students to express their opinion after they have thought about material covered in class. Unlike a face-to-face conversation, it doesn’t require immediate response therefore the posts are more thoughtful and well-written. This year we’ve witnessed students who have a tough time in large group discussions participating at a high rate on the discussion board. I think this is a result of the safe environment it provides. Before you post you can read others' work and spellcheck your writing.” According to David, a seventh grade student, these advantages go a long way. “I like the fact that I can think about what I’m going to say. I can read over it before saying it. It also gives me a chance to go back later and look at what I’ve said and to see how other kids have responded to my thoughts and ideas. I like that it gives everyone in the class a chance to talk”. Maureen, another of Vince’s students elaborates, “In a class discussion you hear what kids in your class know and what their opinions are. On Culturespace you hear even more opinions and more information since all of Mr. De Tillio's classes use it. Some people in other classes may understand some things that our class doesn't understand and you can really learn from that”.

In addition to using this resource for teaching and learning Vince uses Culturespace for ongoing formative assessment. He says it’s improved his teaching by providing a permanent record of student understanding. He explains, “As I continually work to write better questions and come up with more intriguing discussions, I’m able to use what I observe in the discussions to determine the level of understanding that individual students have regarding a topic”. A key component of effective formative assessment is using information gained through assessment to modify teaching to maximize each student’s learning. Vince says, “I’ve used information from discussions to justify reviews of tough concepts and as inspiration for new connections to the content. The discussion board has given me the ability to watch student-centered learning take place and adjust my instruction accordingly.”