My StoryBirds

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.