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Istation & How-To's
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In Round one used I-Station for 30 to 35 minutes daily for a total of 2 weeks. The first week was spent using Istation in English and the second week was spent using Istation in Spanish. All 23 third grade Spanish dual immersion students participated. Instead of reading the stories from the anthology Treasures textbooks students read stories from Istation in both English and Spanish. As a pre test, students took an Accelerated Reader (AR) quiz in English “Tar Beach” and one in Spanish “La Gallinita Roja” at their current 3rd grade level of 3.3 before the treatment started.
At the end of each week instead of taking the standard comprehension test that comes at the end of every anthology story, students took another AR test with a different book still at their current level of 3.3. The English book was “Tacky the Penguin” and the Spanish book was “ El Espiritu del Tio Fernando”. Then I compared the AR comprehension test scores to the scores from the pre-treatment AR quizzes (one in English, one in Spanish). I wanted to find out if using Istation improved student comprehension scores in both languages. Then all the students sores for the pre treatment AR quiz in English were placed on a google spreadsheet and the AR quiz scores from the post test were placed on the same sheet to created a graph to compare the results. The same process was done for Spanish AR quiz scores. 
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Multimodal Strategies GLAD & How-To'sIn the second round students worked on two units using GLAD and technology strategies for a 6 week period. The first 3 weeks students worked on the Cesar Chavez unit. In the first week the I did a Spanish narrative input using the book called “Cosechando Esperanza” by Kathleen Krull. Students also used “edpuzzle” where they watched a video on Cesar Chavez biography and answer comprehension questions throughout the video. The second week the researcher did a Cesar Chavez pictorial in English using OCDE Project GLAD material. The third week students worked on their Cesar Chavez handwritten biography in English. In addition to the handwritten biography students had to tell his biography using a digital storyboard, on storyboardthat.com.
The second unit students worked on was the animal unit. The first week I used the “Leopardo de la Nieve” pictorial in Spanish. Students then had to pick an animal of their own they could research about. Students used the “Leopardo de la Nieve” pictorial as a reference as to what they needed to find out about their own animal. The second week students wrote their animal reports in Spanish. In the third week students presented their reports in Spanish in front of the class. In addition students that to make a powerpoint presentation of their animal report in their language of choice.
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