This semester, I was made aware of multiple
digital tools that can help support literacy standards in the classroom. This
is a small group’s transformation from reluctant writers to “StoryBirds”.
Often times in a classroom setting, there are
students who may be intimidated by, afraid of, overwhelmed, or shut down by
writing. This year in my classroom I happen to have a group of 4 reluctant
writers. Contrary to what people may think these students are average or above
average performers. They simply do not like to write. The task seems laborious,
and for these children who often work hastily and focus on task completion, it
is easy to see why writing is not their favorite time of the day.
In order to quell their fears and show them
that they too are fantastic writers, I gave them a special assignment. They
were going to be my “Story Birds”. StoryBird is a Web 2.0 program that allows
users to browse through multiple pieces of artwork, and then use that art to
illustrate poems, picture books, or chapter books. As stated on the StoryBird
website, “StoryBird reverses visual storytelling by starting with the image and
“unlocking” the story inside.” For these students who are constantly feeling
like they have nothing to write about, or they couldn't come up with an idea
this was the perfect tool.
Upon introduction of the program, my students
were still reluctant. I heard things like, “Miss J, there are too many pictures
to choose from.” Or, “Miss J we have to write a chapter book?” As I let them explore more in depth, and they become
more comfortable with the layout of StoryBird the questions and concerns they
initially had about writing were slowly dissolving. I must admit, being a first
time user of StoryBird along with my students it is slightly overwhelming. The
artwork and images are seemingly endless, and without a specific topic in mind,
I can foresee some valuable writer’s workshop time getting wasted just browsing.
However, once you select a piece of art, StoryBird categorizes it with other
artwork that makes sense. For example, my students wanted to make an alphabet
book where each letter was a topic or concept covered in fifth grade. Once they
found a cartoon character ‘A’ and selected it, the rest of the cartoon character
letters became available for them to easily select and use.
Once my 4 students got into their fifth grade
style alphabet books, they could not be stopped. Their ideas seemed to be freely
flowing, and their writing was clear and concise. Sooner than later, I was
hearing these students say things like, “Miss J, can we have a longer writer’s
workshop today?” Or, “Miss J being a StoryBird makes me like writing more than
before.”
The Common Core State Standard that this
process is most closely linked with in my opinion is CCSS.ELA-LITERACY.W.5.4-Produce
clear and coherent writing in which the development and organization are
appropriate to task, purpose, and audience. While these students
may not have been able to do this independently, with the addition of this
digital storytelling tool to their repertoire, they were able to master the
skill. CCSS.ELA-LITERACY.W.5.6With some
guidance and support from adults, use technology, including the Internet, to
produce and publish writing as well as to interact and collaborate with others.
This is another standard that this Web 2.0 tool
and small project got associated with when I thought of Common Core State
Standards.
I
am extremely confident that this learning experience for my ‘StoryBirds’ will
not be soon forgotten for them, or even me. By making a simple tool available
to writers with diverse needs, they have transformed from reluctant writers, to
students who are excited to write and are able to produce work independently
with success.
