Shyann Ronolo-Valdez

February 22, 2016

ET 347
Matrix 2 Storybird
Technology Integration Matrix (1st Grade)
Colorado
Academic
Standards
1. Number
Sense,
Properties,
and
Operations

ISTE
Standards for
Teachers
Create a
Storybird
including
numbers
counting up to
120. Story will
include adding
objects within
100. Teacher will
include objects
in the Storybird
that he/she
notices the class
has taken an
interest in.
(Teaching
Example)
2. Design and
develop digital
age learning
experiences and
assessments.
c. Customize
and personalize
learning
activities to
address
students
diverse learning

ISTE
Standards for
Students
Students will
read the
Storybird that
the teacher has
created in a
large group, in a
small group, or
individually.
They will show
that they can
answer each
mathematical
question
present in the
Storybird.
(Student
Example).
4. Critical
thinking,
problem solving,
and decision
making.
a. Identify and
define authentic
problems and
significant
questions for
investigation
b. Plan and

Blooms
Taxonomy

Constructivism

Mathematics
Understand
The Storybird that
(Identify Blooms
is created will not
Level) students have the answers
will use the
to the addition
Storybird given
problems right
to them to
away. This gives
demonstrate that the students the
they can count
chance to work
up to 120. They
out the problems
will identify the
by themselves
objects in the
when the story is
story and add
being read to
them together
them or when
(at least within
they are reading
100).
the story. They
(Explanation)
can write down
their answers
and/or the class
will discuss the
answers. I would
suggest that the
teacher writes the
answers at the
end of the story
for the students
to check after
they have read
the entire story.

Gamification

Flipped
Classroom

The teacher will

create a game
within the
Storybird.
Example: The
story will be
about building a
sandcastle. Each
page has
different objects
that the students
must add up
(seashells,
buckets of sand,
shovels, etc.).
The story will
end with the final
answer of how
much supplies
the students
need to build the
sand castle.

Students will
read the
Storybird at
home and come
to class with
their answers
(this book would
not provide the
students with the
answers so that
they can discuss
it in class).

styles, working
strategies, and
abilities using
digital tools and
resources.
(Teacher
Standard)

manage
activities to
develop a
solution or
complete a
project.
(Student
Standard).

2. Patterns,
Functions,
and
Algebraic
Structures
3. Analysis,
Statistics,
and
Probability
4. Shape,
Dimension,
and
Geometric
Relationshi
ps
Reading, Writing, and Communicating
1. Oral
Expression
and
Listening

As the teacher
is reading the
created
Storybird, the
students will
demonstrate
understanding
of spoken
words, syllables,
and sounds
(phonemes).
(Student
Example).
2.
Communication

Understand
(Identify Blooms
Level) students
will demonstrate
that they
recognize
phonemes. The
teacher will stop
after each page
of reading and
ask students to
give examples of
single-syllable
words.
(Explanation)

2. Reading
for All
Purposes

Teacher will
create Storybird
including
people, places,
things, and
events that the
students will be
familiar with.
(Teaching
Example).
2. Design and
develop digital
age learning
experiences and
assessments.
c. Customize
and personalize
learning
activities to
address
students
diverse learning
styles, working
strategies, and
abilities using
digital tools and
resources.
1. Facilitate and
inspire student
learning and

and
collaboration.
d. Contribute to
project teams to
produce original
works or solve
problems.
(Student
Standard).
Students will
read the
Storybird
provided for
them and then
ask and answer
questions about
the story. They
will then use the
illustrations in
the story to
describe the
characters,
settings, and/or
events. They
will then use
this Storybird as
an example to
help them
create their own
story in a small
group. (Student
Example).
1. Creativity and
innovation.
a. Apply existing
knowledge to
generate new
ideas, products,
or processes

Understand,
apply, and create
(Identify Blooms
Level) students
will understand
the
characteristics of
the Storybird
that the teacher
creates. They will
be able to
describe the
aspects of the
story that they
read. Then, the
students will be
able to use the
Storybird that
the teacher
created as an
example model
for creating their
own Storybird.
(Explanation)

Teacher will
provide the
students with
access to
Storybird so that
the students are
able to
create/start
creating their own
Storybird. This
can be an activity
that is spread out
over a long period
of time (add onto
the story as they
learn more
information in
class).

Students will
create a
Storybird at
home,
individually, and
share it with the
class the next
day. The class
will discuss the
different stories.
They will then
each choose a
story and
describe the
characters,
settings, and
events.

creativity.
b. Engage
students in
exploring realworld issues and
solving
authentic
problems using
digital tools and
resources.
(Teacher
Standard).

b. Create
original works
as a means of
personal or
group
expression.
2.
Communication
and
collaboration.
a. Interact,
collaborate, and
publish with
peers, experts,
or others
employing a
variety of digital
environments
and media.
(Student
Standard).

3. Writing
and
Compositio
n

A Storybird
created by the
teacher will have
a specific
amount of
grammatical
mistakes. In
small groups,
students will try
to find all of the
mistakes before
any other group.

4. Research
and
Reasoning
1. History

Teacher will
create a

Social Studies
Apply (Identify
Before teacher
Blooms Level)
creates Storybird,

At home,
students will

Storybird
identifying the
components of a
calendar (days
of the week,
months, notable
events, etc.)
The story will
include each
month and
specific events
that happen in
each month.
The teacher can
make the story
personal by
including each
students
birthday during
the events on
their birthday
page/section.
(Teaching
Example).
2. Design and
develop digital
age
learning
experiences and
assessments.
c. Customize
and personalize
learning
activities to
address
students
diverse learning
styles,
working

students will use

the components
of a calendar
presented in the
Storybird and
relate them to
the events that
they are familiar
with in real life.
(Explanation)

he/she will
discuss with the
students what
their favorite
events are that
take place each
month. Ex.
Teacher will ask
about favorite
even that takes
place in October.
One student says
that her favorite
event is when the
class goes to the
pumpkin patch.
Then, the teacher
will include this
event in the
Storybird.

create a list of
their favorite
events that take
place throughout
the year. During
class, they will
discuss their lists
with the class
and the teacher
will collect the
lists to use for
when he/she
creates the
Storybird.

strategies, and
abilities using
digital tools and
resources.
(Teacher
Standard).
2.
Geography

Students will
read the
Storybird
created by the
teacher about a
superhero that
travels around
the world.
Students will
work in small
groups and
identify different
terms related to
directions
(forward,
backward, left,
right, distance,
near, far, etc.).
Students will
also discuss
where they
think the
superhero can
fly to next
(using direction
terms). (Student
Example).
1.Creativity and
innovation.
d. Identify
trends and
forecast
possibilities.

Understand and
Analyze (Identify
Blooms Level)
students will
identify the
different terms
related to
direction.
Students will
draw
connections from
what they read
and come up
with a new place
that the
superhero can
travel to.
(Explanation)

Teacher will
create a game in
the Storybird
where the
children are able
to guess where
the superhero
will be traveling
to next. The
Storybird can use
hints by using
terms related to
directions that
lead the children
to knowing
where the
superhero will go
next. Example:
The superhero is
currently in the
United States. He
has to travel up,
by going north,
to get to his next
destination. The
teacher would
then get out a
globe and a map
for the students
to use to decide
where the
superhero is
going next.

2.
Communication
and
collaboration.
a. Interact,
collaborate, and
publish with
peers,
experts, or
others
employing a
variety of digital
environments
and media.
(Student
Standard).
3.
Economics
4. Civics

1. Physical
Science

Teacher will
create a
Storybird about
different objects
that are solids
and liquids.
(Teaching
Example).
1. Facilitate and
inspire student
learning and
creativity.
b. Engage
students in
exploring realworld issues and
solving

Science
Understand and
apply (Identify
Blooms Level)
students will
identify the
difference
between the
solids and liquids
in the Storybird.
Then, the
students will be
able to find
objects around
the classroom
that are solids or
liquids based on
the

While reading
the Storybird,
the class will
play a game
where they try to
spot all of the
different solids
and liquids on
each page. When
creating the
Storybird, the
teacher will try
to add pictures
that make it a
little bit difficult
for the objects to
be spotted.

At home,
students will find
objects that are
either solids or
liquids. They will
create a list or
take pictures of
these objects
and bring them
to class. In class,
the students will
discuss the
different objects
that they found.

authentic
problems using
digital tools and
resources.
(Teacher
Standard).
2. Life
Science

classifications
that they learned
from reading the
Storybird.

Student will
read a Storybird
about a family
and try to
analyze the
similarities and
differences
between the
parents and the
offspring
characters in
the story.
(Student
Example).
4. Critical
thinking,
problem solving,
and decision
making.
c. Collect and
analyze data to
identify
solutions
and/or make
informed
decisions.
(Student
Standard).

Analyze (Identify
Blooms Level)
students will find
the similarities
and differences
in the parents
and child
characters in the
story.

Students will use

the Storybird
created and
compare/contrast
the family in the
story to the
students own
family.

3. Earth
Systems
Science
Differentiation

Students will
present
information
about their own
family to the
class. The class
will then make
their own
Storybird using
each students
family. They will
be able to
compare/contras
t the difference
of each family.

Learning
Disabilities
- EEOs

Teacher will
make the
Storybird
include an audio
for the words to
be spoken aloud
for the students
that do not have
the ability to
read and/or see.
The words on
the Storybird
will be in a large
font for students
that are hard of
seeing. Spoken
translations will
also be provided
in multiple
languages if
needed.
(Teaching
Example).
4. Promote and
model digital
citizenship and
responsibility.
b. Address the
diverse needs of
all learners by
using learnercentered
strategies
providing
equitable access
to appropriate
digital tools and
resources.
(Teacher

Understand
(Identify Blooms
Level) students
will be able to
understand the
information
provided to them
due to the extra
resources that
the teacher
provides in the
Storybird.
(Explanation)

The teacher will

create an
Storybird that
students with
learning
disabilities can
successfully use
in the classroom
without needed
assistance. This
way, the
students will not
have to ask the
teacher or other
students for
constant help.
The Storybird will
also be posted to
the ePortfolio so
that the students
can access them
at home. This
will be for the
students that
would like/need
extra time to go
over the
Storybird in their
own time.

Standard)
Physical
Disabilities

Gifted/
Talented

Students with
physical
disabilities will
be partnered
with another
student in the
class to work on
the games that
the class does
during the school
day.
Students can
create their own
Storybird to
share with the
class. They can
use the
Storybird that
they create to
help other
students learn
how to work
with the
Storybird. If the
students are
comfortable
enough, they
can post their
Storybird on the
class ePortfolio
so that the class
has access to
their example of
a Storybird.
(Student
Example).
1. Creativity and
innovation.

Students will use

their Storybird to
assist other
students that may
need help. They
will do this
without being
asked by the
teacher. If a
student in their
group needs help,
they will help
them without
interrupting the
class instruction.

a. Apply existing
knowledge to
generate new
ideas, products,
or processes
b. Create
original works
as a means of
personal or
group
expression.
6. Technology
operations and
concepts.
a. Understand
and use
technology
systems
b. Select and
use applications
effectively and
productively.
(Student
Standard)
Other
Reflection: I thought this matrix was much more useful to me than the ePortfolio matrix due to me basing my work on a first
grade classroom. Before these assignments, I had never heard of Storybird before. I think this is an amazing resource, especially
for early childhood classrooms. Group and independent reading are such a huge part of early childhood classrooms, so I really like
the idea that teachers are able to create their own books for lessons. This gives teachers the opportunity to make each story
personal to the students in their classrooms. It is sometimes difficult to find books that represent the amount of diversity present
in classrooms, so I love that a teacher would be able to personalize each story to all the different students cultures, backgrounds,
etc. I also love that these books wont be limited to reading time, but teachers are able to use them for every subject.