Kelli Williams

LITR630 M. Morgan
6/28/16
Podcast Standards

This lesson includes a skill Davis and McGrail refer to as proof-revising. Because
students revise surface errors alone, it is very likely that writers appreciate their audiences need
as readers. This is why using proofreading and revision while podcasting is needed for students.
A podcast is an audio file that can be downloaded by listeners. Proof-revising creates an
opportunity for the writer to hear the writing piece as the reader. Auditory input plays a critical
role. By giving students the opportunity to listen to their draft, they improve their logic and
fluency. This also helps the writer hear what is actually written rather than what they intended
for the writing to sound like (Davis & McGrail, 2009). According to Smythe and Nuefeld,
English Language Learners (ELLs) struggle with the concept more than native English speaking
students (2009, p489).
Revising is a standard that is difficult to teach and keep students motivated. After
students have written their draft, they are reluctant to change their writing. Student writers come
to realize that even though what they have written may sound clear and engaging to them, it may
not to the reader. (Davis & McGrail, 2009). By allowing students to revise and edit their writing
using podcasts, they are more like to stay motivated (Smythe & Nuefeld, 2010). In this lesson,
students will be given the opportunity to have a partner read their piece and assist them in
revising. The second grade students will focus mostly on how punctuation conveys meaning and
changes how our writing sounds.

CCSS
W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing
as needed by revising and editing. In this lesson, students will be revising their writing by
listening to their writing on the podcast. W.2.6 With guidance and support from adults, use a
variety of digital tools to produce and publish writing, including in collaboration with peers.
Students will be using the digital tool of podcasts in order to revise their piece to prepare for
publishing. SL.2.5 Create audio recording of stories and poems. Podcasts are essentially an
audio recording that can be digitally posted online (Davis & McGrail, 2009). Students will be
recording their writing and listening to it in order to revise their piece of writing.
ILA
4.2 Candidates use a literacy curriculum and engage in instructional practices that positively
impact students knowledge, beliefs, and engagement with the features of diversity. This lesson
was planned from CCSS literacy standards. There were two writing standards and one speaking
and listening standard that were addressed. This lesson also integrates diverse learners by
including ELLs. The research from Smythe and Neufeld attempts to close the gaps of ELL
students in academic reading and writing skills in English by using digital interventions (2009,
p489). 5.1 Candidates design a physical environment to optimize students use of traditional
print, digital, and online resources in the reading and writing instruction. In this lesson, students
are using their writing as a resource to conduct an online podcast which is both a digital and
online resource. Students will be able to listen to their podcast to revise their writing.
ISTE

2a Interact, collaborate, and publish with peers, experts, or others employing a variety of digital
environments and media. Students are working in pairs to revise their writing. Their partner will
read their writing piece and together they will revise the writing. They are not only working with
their peers in this lesson, they are also using digital environments and media to revise and
proofread. 2b Communicate information and ideas effectively to multiple audiences using a
variety of media forms. Students are using a digital media in order to communicate their ideas.
Through this digital literacy, multiple audiences (peers, teachers, and parents) will be able to hear
the podcasts online.
KTS
6.2 Uses available technology to implement instruction that facilitates student learning. This
lesson allows students to use technology through the podcasts. They will have the opportunity to
upload these podcasts online if they would like. This facilitate student learning because they are
using the podcasts in order to hear their writing and make revisions. 6.5 Demonstrates ethical
and legal use of technology The students are creating this podcasts for their peers and using the
feedback in order to revise their writing pieces. Expectations will be set in order for students to
use the podcasts appropriately and ethically.
TPACK
Students are using technology in this lesson by the use of podcasts. Based on class
discussion and the reading from Davis and McGrail, I learned how students can benefit from
using podcasts to revise their writing. This practice is not only good for native English speakers,
but also ELL students as well. Since my school has a high population of ELL students, I have to

find new and innovative ways to increase their technological knowledge. The use of technology
was used in the planning and implementation of this lesson in order to enhance student learning.
Students are able to use multiple modes of technology in order to meet the needs of diverse
learners. I also used the gradual release method while explaining the expectations for this
lesson. I allowed students to work with a partner in order to revise their piece. I modeled for the
students through a teacher selected work sample. They students worked in pairs to correct the
work sample and there was a class discussion as well. This podcast was used to enhance their
writing skills and was aligned with CCSS standards. Students were able to revise, edit (with
peers), and publish using technology.
In conclusion, this lesson was designed to use many standards including CCSS,
ISTE, ILA, KTS, and the TPACK model. Many ELA standards were address, but also the use of
technology. This was to enhance the learning of all students. The podcast allowed for students
to technology in order to enhance their writing skills. By using podcasts for revision, students
begin to step outside themselves to identify what the reader and audience needs and the writer
begins to look at the big picture of how their writing comes across to readers (Davis & McGrail,
2009).

References
Davis, A. & Mcgrail, E. (2009). Proof-Revising With Podcasting: Keeping Readers in Mind as
Students Listen To and Rethink Their Writing. The Reading Teacher, 62(6), 522-29.
Smythe, S., & Neufeld, P. (2010)Podcast Time: Negotiating Digital Literacies and
Communities of Learning in a Middle Years ELL Classroom. Journal of Adolescent &
Adult Literacy,53(6), 488-96.