2015 – 2016 Innovation Education GrantApplication

Date of Application: 10/2/15

Principal: Susan Hallmark School: Addison Elementary SchoolApplicant: Christopher Croom Position: Media Specialist

Contact InformationSchool’s Address: 3055 Ebenezer Rd Phone Number: (770) 819-2521

Marietta, GA 30066

E-Mail Address: Christopher.Croom@cobbk12.org

Please respond to the following questions. Please be specific to each question.

1) What instructional/academic need(s) are you trying to address by implementing this innovation?

By implementing this innovation, I am trying to accomplish two things: 1) increase both interest in and motivation for reading amongst fourth and fifth graders; and 2) help students more fully comprehend what they read by giving them the opportunity to retell, or summarize, books.

Although our older students check out books regularly, it’s unclear whether or not they actually finish reading the books. When choosing books, they tend to wander around the media center with seemingly little purpose, or they choose books they’ve heard about (through movies or word of mouth). Lessons intended to assist students in finding books that are both interesting to them and on their reading level tend to fall on deaf ears for a certain percentage of students (especially boys).

With over 90% of our students identified as English language learners, teaching literacy is particularly challenging. But although our CRCT scores are high in English/Language Arts (over 90%), our Iowa Test of Basic Skills scores are much lower, with particularly low scores in vocabulary (14%). The disparity between these sets of scores is unsettling, but can be explained in part by a reluctance to read among many ELL students. My implementation will motivate them to read more, which will ultimately improve both vocabulary and comprehension. For students who are reading below grade level, my implementation may help them increase their reading levels.

In addition, my implementation will address several other ELA standards. For instance, since part of my implementation involves students creating book talks, or book reviews, students will be “quoting accurately from text when explaining it and drawing inferences from text” (ELACC5RL1), and “determining the theme from details in the text” (ELACC5RL2). Students will also be retelling the plot in their own words, or paraphrasing. In addition, by recording their summaries of the books, they’ll address various Speaking and Listening standards, such as “engaging effectively in a range of collaborative discussions…and expressing their own ideas clearly” (ELACC5SL1).

2) What evidence/support exists for your innovation?Reading reluctance in the upper elementary grades is not an uncommon phenomenon.

According to a study conducted by McKenna, Kear, and Ellsworth in the mid 1990’s, reading attitudes are the most positive in first grade, but tend to become more negative as students move through elementary school, especially for lower scoring readers (McKenna, Kear, and Ellsworth, 1995). In addition, Eccles, Wigfield, and Blumenfeld’s investigation into reading motivation concluded that the older certain elementary students get, the less they value reading (Eccles, Wigfield, and Blumenfeld, 1993). In a survey performed by Maynard, Mackay, and Smyth, the number of students who saw themselves as “enthusiastic” readers decreased as they got older (Bogel, 2011).

In terms of factors that motivate students to read, the same survey conducted by Maynard, Mackay, and Smyth revealed that the book recommendations valued most by students came from friends (Bogel, 2011). Marinak’s 2013 study involving motivation interventions asserted that increases in the value of reading involves several factors, including choice, challenge, and collaboration (Marinak, 2013). She also indicated that giving students authentic purposes for reading can help develop intrinsic motivation. And according to Marinak, students’ reading value was positively affected by how their friends felt about reading and whether or not they discussed books that they read (Marinak, 2013).

My innovation would be a win-win scenario for our students. By having the authentic task of creating a book review upon completing a book, students will be more motivated to read. And, those students who listen to their peers’ book reviews will be motivated to read the books because of the collaborative nature of sharing opinions and ideas.

3) What is your plan for implementation?During the remainder of the calendar year, I will meet with the fourth and fifth grade ELA

teams to present my idea. During the months of January and February, they will be working on writing opinion essays, which can be combined with creating book reviews. Students can use the book reviews as a practice exercise in opinion writing by explaining what they think of the book and why. In addition, students can begin using their opinion writing pieces to prepare their oral presentations of the book reviews. In the meantime, I will start the process of purchasing additional iPads for the media center.

Once students are ready to record their book reviews, which will most likely be in early March, they will have the opportunity to use the AudioBoo app for iPads in either the media center or their classrooms. AudioBoo is a simple, free app that allows you to record your voice describing a book, and then take a picture of the cover of the book. These book reviews are housed on the AudioBoo site on the internet and each has its own URL which is private unless shared by the owner. In addition, using AudioBoo eliminates students from having to be videotaped.

Using the URLs from the AudioBoo creations, the students and I will create QR codes for the book reviews. These QR codes will be posted in the media center below a picture of the book cover. As more and more book reviews are created, we will likely divide the reviews into groups by genre. When fourth and fifth grade students visit the media center to find a book, they can use the media center iPads to listen to the book reviews. Hearing other students discuss books they’ve read will create a collaborative atmosphere that will motivate students to both read a book that has been reviewed, and create book reviews of their own.

4) How will you measure success?Measuring the success of this innovation will mostly involve qualitative data, such as

informal questioning of students and observation on the part of the media center staff and the fourth and fifth grade ELA teachers. When I meet with these teachers in the planning phase, I will ask for names of specific students who are reluctant readers. As these students begin to use the book reviews as a means of selecting books, I will ask them questions about their attitudes towards reading and about the specific books they’re reading. I will rely on the teachers to observe the students’ reading habits in the classroom to see how engaged they are when reading.

I will also observe the length of time it takes students to return the books. If they’re returned too quickly, the books may not have held the students’ interest. Although this won’t necessarily mean the innovation has failed for the student, we may need to help steer the student towards other book possibilities.

On the quantitative side, teachers keep track of students’ Fountas and Pinnell guided reading levels. If these levels increase more than anticipated for the reluctant readers, we can assume they are reading more and are challenging themselves. Informal interviews with the students will help us understand if the book reviews have contributed to the increased reading.

5) What makes this idea “innovative?”This idea is innovative for several reasons. First, iPads themselves are still innovative at

Fair Oaks. Classroom iPads were given to teachers for the first time this year, so students have not even begun to explore all the possibilities that they have to offer, and the devices are still new and engaging. Secondly, this plan will involve significant collaboration between the media staff and the fourth and fifth grade ELA teachers. Although we have collaborated to some extent in the past, this plan will open more doors to us and hopefully, lead to a true partnership. And finally, this plan provides a relatively simple method for teachers to incorporate technology into their teaching and an equally simple way to keep students engaged in reading and writing. With

students collaborating and sharing ideas about books, they can move to a higher level of critical thinking.

6) Provide an itemized list of how the money will be used.Item Quantity Price Total

iPad Air – 16 gb 3 $379.00 $1137.00Absolute Manage software 3 $ 16.95 $ 50.85Hardcandy Shockdrop Series cases 3 $ 33.96 $ 101.88TOTAL $1289.73

Although Cobb’s bid list contains mini iPads, I decided to purchase the regular-sized ones instead for a several reasons. First, we’ve had a few instances of theft at our school and I’m afraid the mini’s might be easy to steal. Secondly, when we use the iPads for other instructional purposes, students might have trouble navigating certain apps on the smaller screen. Thirdly, the cost difference per iPad is only $140, and when compared to the limitations of a smaller screen and the potential negative impact that screen size might have on instruction, the extra money is worth it. Purchasing Absolute Manage and county-approved cases for each iPad is non-negotiable since the county mandates it.

Regarding the fact that the amount needed ($1289) is more than the $1000 grant allotment, the grant money will pay for the first $1,000 and the difference will be made up with money from book fair proceeds.

References

Bogel, G. (2011). Choosing the Right Book: Factors that Affect Children’s Reading. A Review of: Maynard, S., Mackay, S., & Smyth, F. (2008). A survey of young people’s reading in England: Borrowing and choosing books. Journal of Librarianship and Information Science, 40(4), 239-253. Evidence Based Library And Information Practice, (1), 74.

Eccles, J., Wigfield, A., Harold, R., & Blumenfeld, P. (1993). Age and gender differences in children’s self- and task perceptions during elementary school. Child Development, 64, 830–847.

Marinak, B. A. (2013). Courageous Reading Instruction: The Effects of an Elementary Motivation Intervention. Journal of Educational Research, 106(1), 39-48.

McKenna, M., Kear, D., & Ellsworth, R. (1995). Children’s attitudes toward reading: A national survey. The Reading Teacher, 43, 626–639.