Lyndsey Oberosler

ET347-970
22 February 2016
Colorado Academic
Standards

ISTE
Standards
for
Teachers

Storybird Integration Matrix

ISTE
Blooms
Constructivism
Standards
Taxonomy
for Students

Gamification

Flipped
Classroom

Mathematics
Students will pick a
type of operation
(+,-,*,/) and
collaborate with a
partner taking turns
creating pages of a
Storybird that use
that operation in the
story while also
telling a story
(2.D.)

1. Number Sense,
Properties, and
Operations

After learning a lesson

about a new algebraic
function students will
go home and create a
short Storybird that
demonstrates their
understanding of the
lesson and includes 12 example problems
and solutions using
that algebraic
function.
Understand

2. Patterns, Functions,
and Algebraic
Structures

3. Analysis, Statistics,
and Probability

4. Shape, Dimension,
and Geometric

Students will be given

the link to the Storybird
website and will then
explore the link on their
own to figure out how to
create their own
Storybird. Then students
will have the chance to
create their own word
problem that relates to a
property and explain
how to solve it through
creating a story on
Storybird.

Students can create

a Storybird that acts
as a review game
where the come up
with situations for
different
permutations and
combinations and
then present it to
the class and
students can work
to solve the
permutations and
combinations.
The teacher will
create a Storybird

The teacher can

create a class

Relationships

about different
geometric shapes
and their distinct
characteristics to
present to
students when
beginning a unit
on geometric
shapes (3.C.)

account in which all

students can post
their own Storybirds
that review shapes
and geometric
relationships and
each student will
have the password
to access the
account to review
the Storybirds on
their own time
whenever they
would like.

Reading, Writing, and Communicating

Students will construct a
Storybird of their
choosing and have a
chance to read their
book to their partner.
After they are done their
partner will tell them as
much as they can
remember about their
book providing details
that show that they
were actively listening.
Then students will
switch and the other
partner will read their
story while one partner
recalls what happened.

1. Oral Expression and

Listening

2. Reading for All

Purposes

3. Writing and
Composition

Each student will

create a detailed
outline of the
characters, setting,
plot, rising action,
climax, and
resolution of their
own made up story
and then create
their own Storybird
for it and will then
present it to their
classmates and
read it aloud. (1.A.,
1.B.)
Teachers can
create a Storybird
that is engaging
and relevant to
students that also
teaches them

In groups of 4-6
students, students
will create a story.
The students will
each be assigned a
number and

about proper
grammar,
composition, and
word structures.
Each student will
write down one
thing he/she
learned from the
story and will also
have online
access to the
story for review
on their own time
as well. (2.A.)

whoevers number
gets rolled will add a
sentence to the
story. This will
continue until each
child has had a turn
and the story is
finished. Once the
groups are finished
creating the story
they will make a
Storybird to display
the story that they
came up with.

4. Research and
Reasoning

Students will each be

assigned a different
story to read on
Storybird and will
have the chance to
analyze what they
think the problem and
resolution were in the
story and the authors
message or moral of
the story.
Analyze

In class students will

research a topic of
their choice and
then for homework
they will go home
and create a
Storybird that
explains information
about that topic.

Social Studies
1. History

2. Geography

In order to
introduce a topic
such as the
Boston Tea Party
for example, the
teacher will create
a story on
Storybird about
the event and
present it to
students to give
them background
on the subject.
Before reading the
Storybird the
teacher may ask
students what
they already know
on the subject and
then ask them
what they learned
after reading the
Storybird. (1.C.)

Students will pick a

topic that happened
in the past in
America and create
a fictional story
about the event
using creative ideas
and pictures in
Storyboard. They
will research the
event at home and
come in the next
day to class
prepared to create
their Storybird in
the classroom.

Students will be
assigned a country

and will have to do

some research on
what living in that
country is like and
what the culture
and customs are
and then they will
create a character
and a Storybird of
that character living
in that country.
(3.B., 1.B.)

3. Economics

Each student will

construct a Storybird
about a specific
economic situation that
Americans are being
faced with right now and
present it to their
classmates and post it in
their eportfolio.
Examples for this could
be lack of resources
such as food scarcity or
money issues.
Students will each be
assigned a political
figure to research and
find out information
about. They will then
apply what they have
learned about that
political figure in
creating a Storybird
about the figures
overall life or a
significant event that
occurred in that
figures life.
Apply

4. Civics

After students read

each others
Storybirds about
different political
figures, the class
will come together
as a group to create
a review game
about each of the
political figures that
were talked about in
the Storybirds.

Science
1. Physical Science

The teacher will

introduce the
topic of planets
and what the
different planets
are to students
using a Storybird
that will be
presented to the
class in order to
introduce the

Students can create

their own constellation
and name it and decide
what it will look like and
then write a Storybird
telling a mythical story
about how the
constellation came to
be.

topic and get

childrens
thoughts flowing.
The teacher will
post this online on
her eportfolio for
students to review
when it comes to
taking a test on
the planets.
(2.D.)

2. Life Science

3. Earth Systems
Science

Students will create

a Storybird on their
own that
demonstrates their
understanding of
the life cycle and
growth of a plant.
When they are done
they will post this to
their eportfolio to
refer back to later.
(1.A., 6.B.)

Students will begin by

researching a specific
fish and find
information about the
fish and its species.
Once they have
gathered enough info
the student will create
a Storybird that
introduces that type
of fish to the audience
and tells information
about it while also
engaging the reader
and making them
want to keep reading.
Remember
Create
To review the
different
paleontological eras
students will create
a Storybird that can
be used as a game
in which a date of
an era will be shown
on one page, and
then on the next
page the name of
the era and
characteristics and
pictures will be
shown. This will help
children to review
and remember the
eras and their dates
through visual
cueing.

At home for
homework students
will brainstorm ideas
about the
characteristics of
the 4 different
seasons and what
their favorite things
are about each
season. When they
come to class the
next day they will
bring their list and
create a Storybird
introducing the
seasons that is
personal and
meaningful to them.

Differentiation
Learning Disabilities EEOs

Physical Disabilities

For a student who

has a rough time
retaining
information when
being spoken to
and is better at
seeing it visually,
teachers can
create Storybirds
in order to review
concepts for
students and
them post them
on a public
eportfolio for
students to go
back and review
when needed.
(2.C.)

For a student who

may have a difficult
time learning
different concepts
due to a learning
disability, teachers
could create
Storybirds for
students that are in
a game-like format
in order to make
review more friendly
and engaging.

For a student with a

physical disability,
they could be paired
up with a partner
and they could tell
the story to their
partner and their
partner could help
them create the
story on Storybird.
(2.B.)

Gifted/ Talented

Other

Gifted and/or talented

students could take their
story a step further by
first creating a Storybird
about it and then finding
a way to model the story
through a hands-on
approach too such as
using art materials like
clay or collage
materials.
For a student who is
visually impaired the
teacher could create
different audio
recordings of students
reading their
Storybirds aloud and
give the recordings to
the student to listen

For a student with a

vision disability they
could come up with
a story in their mind
and then when they
come to class the
next day they can
explain to their
teacher how they

and replay as much as

they like to in order to
help the student
facilitate a better
understanding of each
story.
Remember
Understand

want the story to

look and what they
want it to say and
he or she can help
him to create it on
storyboard. This will
really help the
student to learn how
to describe things in
rich detail so the
teacher can get the
story as close to
what the student
wants as possible.

Reflection
After creating my own Storybird and looking at the Storybirds others have created on the website as doing this matrix
about Storybirds, I believe they can be a great tool in the classroom if used correctly. The great thing about using Storybirds in
the flexibility and creativity that they allow for students and how they can be very engaging for students and they can be learning
when they dont even know it. Teachers can use Storybirds to teach students a variety of different subjects in many different
ways and they are a great tool for students who learn in different styles and need a hands-on or constructivist approach in order
to best learn something. Having each student create a Storybird account and post their own stories almost works as a working
portfolio because students and teachers can go back and read the stories and see the progress and improvements students have
made. Creating this matrix on Storybirds helped to bring the ideas of TPACK (especially the T part) closer to me and showed me
new technological tools that I can successfully integrate into the classroom to use with my future students that I didnt even know
existed. My favorite age of children to work with is elementary school children, and I think that Storybird would be a great tool to
use for students of this age because students love to create their own stories and it will also help them to learn concepts while
staying engaged and on track. I think that the option of creating a class in Storybird with up to 30 different students can be a
useful tool for teachers as well as the option to print books out that have been made on Storybird, I think that may make a
student feel very proud to see his/her work printed officially.