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Creating a Community: Screencasting to Support Reading and Social and Emotional Learning

Participate and share

Participate and share : Poster

Thursday, December 3, 12:00–1:00 pm PST (Pacific Standard Time)

Alicia DeMarco  
Heather Esposito  

Learn how to create relationships between elementary and secondary students centered on reading skill reinforcement, digital literacy, and social and emotional learning using Screencastify. The secondary students mentor and lead the elementary students, forging partnerships centered on reading engagement and skill support in a meaningful and authentic way.

Audience: Coaches, Teachers, Principals/head teachers
Skill level: Beginner
Attendee devices: Devices useful
Attendee device specification: Smartphone: Windows, Android, iOS
Laptop: Chromebook, Mac, PC
Tablet: Android, iOS, Windows
Participant accounts, software and other materials:
Topic: Instructional design & delivery
Grade level: PK-12
Subject area: Language arts, Special education
ISTE Standards: For Educators:
  • Dedicate planning time to collaborate with colleagues to create authentic learning experiences that leverage technology.
  • Model for colleagues the identification, exploration, evaluation, curation and adoption of new digital resources and tools for learning.
  • Set professional learning goals to explore and apply pedagogical approaches made possible by technology and reflect on their effectiveness.
Influencer Disclosure: This session includes a presenter that indicated a “material connection” to a brand that includes a personal, family or employment relationship, or a financial relationship. See individual speaker menu for disclosure information.

Proposal summary

Purpose & objective

Often there is a disconnect in practice, collaboration, and communication among schools in a large school district. Our three-pronged action research project focuses on building a community of readers between third and eleventh-grade students, fostering reading fluency and engagement through meaningful uses of screencasting paired with research-based strategies, and creating leadership opportunities for our students in the classroom. This process also supports the idea that reading is an enjoyable shared experience and that challenges can be overcome when working as a community of readers.
We will show participants how to create interest inventories to pair students at the outset, how to use Flipgrid with opportunities to App Smash with Screencastify, and how to track progress using fluency-based rubrics, Texthelp’s Fluency Tutor, and feedback through screencasting. We will demonstrate how pairing reading fluency strategies such as assisted reading, paired reading, repeated reading, and reader’s theatre with Screencastify helps students develop reading fluency and comprehension through a shared experience of mentoring, buddying, and collaboration. We will share the successful outcomes of using Screencastify to transform these strategies in a way that supports social and emotional learning. Students can make connections by uploading screencasts in Flipgrid, creating assisted reading catalogs, and making choices about which texts they will practice, record, and perform.
Additionally, the leadership and mentoring focus of this work means that students can successfully navigate complex texts by supporting each other. For instance, we will show participants how we scaffold a common complex text using screencasting for both elementary and secondary students so that they may both participate in reading the text fluently in an effort to bolster comprehension and confidence. Each strategy and integration of Screencastify will also support a variety of social and emotional skills. For instance, in the process of using Screencastify in creating a reader’s theatre and participating in paired reading, students practice perspective-taking, teamwork, and communication. When providing feedback to each other via Screencastify, the students practice leadership, communication, and empathy.
We will support participants in starting cross-district action research by sharing our process, documentation, and data collection techniques. We will highlight student outcomes by sharing a variety of completed assignments and screencasts, videos of our meetings, and feedback from the students.

Supporting research

Cleland, Brianna. "Effects of Upper Elementary Grade Reading Buddies on Literacy Skill Concepts Development in At-Risk Preschool Students." (2017).

Fisher, Douglass, et al. Engagement by Design: Creating Learning Environments Where Students Thrive. Corwin, 2018.

Gunn, Frances, Seung Hwan Lee, and Madelyn Steed. "Student perceptions of benefits and challenges of peer mentoring programs: Divergent perspectives from mentors and mentees." Marketing Education Review 27.1 (2017): 15-26.

Hewgley, Gary Dean. "Augmenting the Reading Curriculum: Alternative Video Technology Strategies." Teaching English with Technology 15.4 (2015): 44-51.

Jozwik, Sara L., and Karen H. Douglas. "Effects of a Technology-Assisted Reading Comprehension Intervention for English Learners with Learning Disabilities." Reading Horizons 56.2 (2017): 4.

Lieber, Carol Miller, M. Tissiere, and S. Biale. "Embedding Social and Emotional Learning in High School Classrooms." (2017): 51.

Magaña, Sonny. Disruptive classroom technologies: A framework for innovation in education. Corwin Press, 2017.

Quaglia, Russel J., and Michael J. Corso. Student Voice: The Instrument of Change. Corwin, 2014.

Rasinski, Timothy V., and Melissa Cheeseman Smith. The Megabook of Fluency. Scholastic, 2018.

Stringer, Ernest T. Action research. Sage publications, 2013.

White, Amber. "Using Digital Think‐Alouds to Build Comprehension of Online Informational Texts." The Reading Teacher 69.4 (2016): 421-425.

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Alicia DeMarco, Joyce Kilmer Elementary School

Alicia DeMarco is a current doctoral candidate in Educational Leadership with the concentration of Instructional Leadership, Teaching Excellence, Research and Scholarship. Alicia has been serving the Cherry Hill Public Schools District in New Jersey for 18 years as both elementary and high school English teacher, and professional development instructor. She is a former Peace Corps Volunteer, and an active co-constructor of social justice, equity, and diversity initiatives through Cultural Proficiency trainings for staff. For Alicia, technology offers innovative ways to connect and create purposefully to both align curriculum and create community.

Heather Esposito, Cherry Hill School District

Heather Esposito is the educational technology teacher coach for The Cherry Hill School District in Cherry Hill New Jersey. Prior to this position, she taught high school English for twenty years. She works closely with The Quaglia Institute for Student Voice and Magana Education, promoting the T3 Framework for educational technology integration.

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