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The Literacy Event using Digital Storytelling
Updated: 9/17/2018
The Literacy Event using Digital Storytelling
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Storyboard Description

Each aspect of the literacy event must describe what “worked or didn’t work” using pictures and words reflective of the ideas discussed from that particular section of the text book. For example, for Text you might describe how the text did not match your students’ interests or background knowledge (see pg. 34 in Literacy Assessment and Instruction) and you would include a picture that represents the topic of the book that was uninteresting to the students.)

Storyboard Text

  • Teacher
  • I want to help you all become wonderful writers!
  • Student
  • Yeah, but my paper had passion!
  • Vocabulary: Hypnotized Electronics Dangerous Attention
  • Text
  • Remember, you should have at least one paragraph. Convince me of your opinion!
  • Page 23 of Literacy Assessment And Intervention For Classroom Teachers says effective teachers, "Provide explicit instructions for use with authentic reading and writing activities" (Devries, 2017). I think that the preparation leading up to our lessons allowed us to create meaningful activities that fully engaged the students. It can take time, but the comprehension questions, multi-sensory vocabulary, graphic organizers, and the tech tools that we learned made way for a very authentic reading and writing lesson. Because I was prepared, the students then had clear instructions on what we were going to do and what was expected of them. It showed me why each separate activity is important for their overall reading growth.
  • Context
  • Yeah, I heard you! But what about everyone else!?
  • Page 27 of Literacy Assessment And Intervention For Classroom Teachers says, "Students' backgrounds with text greatly affect their literacy development. Some students enter kindergarten with rich language backgrounds and advanced literacy skills because their parents or others have read and discussed stories and informational texts with them...(Other students) have little knowledge of letter and words, and they have a limited vocabulary" (Devries, 2017). This really came alive in my small group lesson because I had one young lady that really worked to use large syllable words. The other students just wanted to meet the required paragraphs. I thought it was really interesting how varied their vocabulary skills were even though they were all more of the "struggling students".
  • Task
  • Page 34 of Literacy Assessment And Intervention For Classroom Teachers says "The final qualitative dimension is the knowledge demands placed on the reader, including life experiences, cultural/literary knowledge, and content/discipline knowledge. Texts in which the authors take into consideration their audience and the common background knowledge most of them are likely to have are much easier to read" (Devries, 2017). This came into play because the content/discipline knowledge that was expected of the fifth-grade students in the assignment didn't match what the students had learned so far in school. When I talked to my CT about the paragraphs they were supposed to write in 15 minutes, she told me they would really only be able to write one. They also hadn't gone over how to set up a paragraph with supporting details. I had to make sure what I was asking them to do was something they had gone over before in school, and I had to adjust some of it so the "demands placed on the reader" wouldn't set them up to fail.
  • Reference
  • Page 34 of Literacy Assessment And Intervention For Classroom Teachers says, "Frequently change groupings, and shift heterogeneous groups so that struggling readers can listen to many different fluent readers. Give students opportunities to discuss stories and informational texts with many different thinkers" (Devries, 2017). This was something that I wish I could have done more. Although we only had three lessons in this course and two were with a specific small group, I would have liked the opportunity to create different groups so students could work with each other. I think this is very important for students to grow. My small group got a few chances to talk to each other over their persuasion papers, but it would be interesting to see how their perspectives might have changed had the whole class had a discussion on the topic. I think this is why first drafts and editing with partners are so important.
  • This is what I think!
  • Page 35 of Literacy Assessment And Intervention For Classroom Teachers says, "Personalize tasks by responding to students' interests, needs, strengths, and weaknesses...Exercise control over tasks the students need to accomplish but give them a choice of many texts to accomplish them" (Devries, 2017). This came alive in my small group as well. I wanted to pick a topic that the students would respond to so the CT gave me two topic options, and I let the students vote on what they wanted to read and write about. I think this gave them more motivation, especially because they were having to do extra writing with me that wasn't being graded. They really enjoyed the reading and I could tell they could have discussed it for another half hour if I let them. This really showed me how big a difference a topic they want to read about can be. It is also a great motivator, even for struggling students.
  • So I basically play all the coolest games. Fortnite's my favorite though. I can write forever about that!
  • Devries, B. (2017). Literacy Assessment And Intervention For Classroom Teachers (Fourth Edition Ed.). S.L.: Routledge.
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