Accessible Online Learning Activity 1

gaybayberryAI and Robotics

Nov 17, 2013 (3 years and 4 months ago)


Accessible Online Learning Activity 1

Learning objective


The population of learners for this activity is 25 first graders.


The learning objective for this activity is

story elements. First graders should
be able to

the elements of a story after listening to or reading a story.

Students will be able to
choose a story and
ten to

Students will be able to navigate a website.

Students will be able to state

the characters of the story.

Students will be able t
o state

the setting of the story.

Students will be able to state

the problem and the solution of the story.

Students will be able to

list the most important events,

happen at

beginning, middle, and the end of the story.

As a result of this act
ivity students should be able
successfully state specific story
elements and they should know what story elements are.

Describe the activity


During this activity students will be
listening to their choice of story using
Prior to the
activity students will learn what story
elements are. They will learn that setting is where a story takes place,
characters are the people or animals in the story, the problem is something that
needs to be solved, and the solution is what happens in the st
ory to fix the
problem. Students will also learn that a story has a beginning, middle, and an
end. The order of events are very important in a story and the beginning,
middle, and end consists of the most important parts of the story.
ng to a


on TumbleBooks
, students will receive a worksheet where
they will write down the characters, the setting, the problem, the solution and
then the beginning, middle and the end of the story. Students are not expected
to write complete sentences for cha
racters and setting, but should write one or
two complete sentences for the other story element categories.
Students will
have the choice to either write their responses using th
e worksheet or they can
use an I
Pad to record themselves answering the questions. They can record
their voice or make it into a video.


In order to be successful at



will need some assistance.
As the teacher I will be responsible for making sure that students are
uccessful at this activity.
Students will need to know the log in username and
password for TumbleBooks.
This will be written on the board for easy access
at all times.
Then they will need to know how to use and navigate through the
website. I can show stu
dents how to use the website by using the Smart Board.
The Smart Board is hooked up to my laptop. I can display the website on the
board and show students how to sign in and then navigate through the website.
When students reach the first screen they will
need to choose storybooks.
There are other activities on this website which include puzzles and games.
The books are categorized in a

few different ways. They are sorted

alphabetical order,

and age level.
Teachers can also create a
nal page that the class can access. This personal page is made up of
books that the teacher has chosen to be appropriate for the class or books that
they want the kids to read.
After students are familiar with the website they
should have no trouble choosi
ng a book and listening to the story. The website
is basic and the students I have now
quickly adapted to the
website and now
have no trouble when using it.

will also need help using the I
Most students are familiar with them and know how to
play games and use the
apps. I would teach the class how to use the video feature to record
themselves or their voice. The I
Pads available have the double camera, so
students could record themselves by turning the camera to them and holding
Pad up to
their face. Once given instruction I feel students would be able
to do this.


This activity will be done at center time. At this particular center students will
each receive a laptop. They wil
l be asked to sign on to TumbleB
and find a story they
would like to listen to. Since they are not reading it they
can choose any level book. I want them to be interested in what they are

to. After choosing their story,
students will listen to it. After listening
to the story they will take a workshe
et to complete on their own. First

will need to write the names of the characters and then the settin
g. These are
terms they will

prior to the lesson
. They will then need to identify the
problem and solution by writing one or two sentences. The
final thing they
will do is write one or two sentences telling what happened at the beginning of
the story, the middle, and the end. I will know that students listened to the
story and paid attention to the story elements

during prior instruction

if they
re able to successfully complete the worksheet.
If students choose to record
themselves inste
ad, they will do this with the I
Pad. They will be taught to
the video. Then the I
Pad will be given to me in order to check their
understanding of the story an
d the elements of the story. If they are able to
successfully state the elements I will know they understood the story and the

The purpose of using online technologies


The technology used in this acti
vity is Tumble
Books is a
website where students can listen to or read along with stories. The stories are
animated as well. The we
bsite also has some puzzles,
, and videos

which are literacy based.
TumbleBooks provides a free

trial for
teachers. A year subscription


a school

costs $499 a year. This gives every
computer in the school with an internet connection, access to the website.
Teachers and students can make a playlist with their favorite books. With a
school subscription

lesson plans, book reports, and other
resources are
included. Some s
tories can even be accessed on I

The other technolo
used is I
Pads and the video feature. This is an optional technology for this


Technology will be used to enhance the learning experience because

will be able to really focus on the story instead of struggling with the words.
First grade students are still developing as readers and they often read stories
that may be difficult for them. Some small children are easily frustrated when
they come to wo
rds they don’t know. I want them to be relaxed and to enjoy
the story. It also enhances the learning experience because they will be more
engaged in the story than when
being read to from a book because the story is
acted out which makes it more like a mov
Another way this technology
enhances the learning experience is that it helps the students go back and look
for story elements. If a student forgets a part of the story, for example, what
happens at the beginning, they can push the back arrow and retur
n to the
beginning of that story and listen again. In first grade it is important for
students to learn comprehension skills. I teach my first graders to look back in
the reading to find answers. TumbleBooks makes this skill easy! They could
even listen to

the story over again if necessary.
The I
Pads will be used to
enhance the activity because students with disabilities or those that don’t feel
comfortable with writing will be able to
use other means to state their

Accessibility of Activity



activity is still very accessible to students with disabilities.
When I
created this activity I had students with a visual impairment in mind. A visual
impairment would make it next to impossible for that student to read like a
“normal” student. They woul
d have assistive technologies
or braille to help
them. Tumble
Books helps students with a visual impairment enjoy the same
books as other kids.
If a student has a visual impairment they will still be able
to hear the story. They will need assistance using t
he website to find a book,
but I think this could easily be solved by pairing this student with another one.
I would then have this student use a voice recognition software to explain
their answers for the story el
ements. If this software wasn’t

for use I
could have the student’s partner write the responses for them

or I would work
one with that student to help them write their answers
The student
would also have the option of using the IPad to record their responses.
He or
she could video

record themselves with the answers to all the questions, like
making a short movie. Once familiar with this technology, I think visually
impaired students would be able to do this on their own or with little help.

Even though I created this lesson with a visual impairment in mind, this
activity could still work for students with other disabilities as well.
If I had a
student with an auditory disability they could also complete this online
activity. This particular s
tudent would read the story rather than listen to it and
they would still be able to see it acted out. They would have no problem with
completing the story element portion. Finally, if a student had any kind of
physical disability

for example not bei
ng ab
le to move muscles, they would
have a partner to help them get to the website. Once the story is playi
ng that
student wouldn’t need an
y assistanc
e. There is a feature on Tumble
called Auto. When this button is ac
tivated the pages turn on their
would then have the student us
e voice recognition software,
a partner to help
complete the written part

or they

could make a video with the I
Pad with some


This activity meets the needs of students with different learning styles for a
few different r
. The first reason is because TumbleBooks is a website
for students at all reading levels. This website has books for all leveled
readers. Just in my first grade class I have students who read at a low first
grade level and then I have kids reading a
t the middle of second grade level.
This site has books appropriate for all of the them. It can challenge those that
are ready. It also addresses all learning styles because
the books can be read to
them or they can read themselves. Some kids love to read
and others love to
be read to.
Struggling readers receive help with the story because the words
are highlighted as it goes

so the students can see the words and hear what
they are. Some students learn be
st through visuals and with the Auto

and the

imated feature, visual learner’s needs will be reached. Aural
learners will like that the story is read to them. Finally, some students are not
comfortable with writing just yet at the first grade level. Some students are
much better at explaining their

ideas in words, rather than writi
ng it down on
paper. Using the I
Pads to explain the resp
onses to the story elements will

the needs of those students.

Assessment Plan


I will assess student learning by checking their story element worksheet they
mplete. I will check to make sure they have correctly listed the characters,
setting, problem, solution, and the parts of the story.
If students choose to use
the IPads to record themselves then I will
use the saved video to assess
whether or not they unde
rstood the story and the parts of it.


I will know if the learning objectives are met if students are able to
essfully find a story on Tumble
If they have to ask me several
times how to find a story
or how to use the site I will know they do not
understand how to use Tumble
I will then check their worksheet
video to see if they have successfully listed or stated the correct elements. I
will need to listen/read the stories they chose in order to know if their
responses are correct. Thi
s could turn in to a lot of work for me, but I want the
students to be able to choose stories they are interested in. If I were to do this
activity more than once
I would sometimes tell students which stories to listen
I will know the objectives were m
et if they correctly state the story
elements for the story they listened to.