App Evaluation Kelsey McFarland

Topic/Content Area: Listening/Reading/Writing

App Name: Anchor

Grade Level/EL overall proficiency level: I implemented this app with my first-grade class. My
fictitious student is at level 3 (developing) for listening. A skill that this app focuses on is under
level 4 (expanding) which is finding details in illustrated, narrative, or expository text read
aloud. The student will be listening to a recording of an expository text about their chosen
animal. They will also have the text in front of them to follow along with the recording. They
will then have to choose two facts from listening/reading the text and write them in a graphic
organizer.

Brief description of app: Anchor is a free podcast app that has the options to listen to a podcast
or create one. An individual can create an account and record a podcast. They can edit their
recordings and create multiple episodes and seasons. The podcast can be published and
listened to on multiple platforms. The user can discover other podcasts through the app.

My implementation of the app: The tech team at Rochester downloaded Anchor onto the
student’s iPads for me. I implemented this app into my reading and writing lesson. The students
are working on an animal writing project. They chose an animal to read and write about. I took
information and facts from the National Geographic website and typed them into a reading for
the students. I recorded myself reading the texts and created a podcast with each animal type
as a different episode. I named the podcast ‘Animals123.’ I did not realize that each student
would need to sign in on the iPads, but I just wrote my username and password on the board
and helped students log in. I told students to find the episode with their animal and to put their
headphones on and listen while following along with their reading. I told the stronger readers
that they could just read the text without listening to it. The struggling readers listened to the
text and followed along with the reading. I helped them find the sentences with the facts to
highlight from the reading. The students said that being able to listen to the reading helped
them. Usually, the students struggle and ask for help reading every word. The students were
able to listen to the reading and find two facts to write on their graphic organizers.

Summary of research support: The Colorin Colorado website had an article about the
effectiveness of the website ‘Listenwise’ for ELs. This website allows users free access to public
radio and podcasts. Listenwise also provides other resources to enhance ELs learning through
tiered vocabulary lists, graphic organizers, and the ability to reduce the speed audio. This
website teaches learners about current issues through podcasts and radio sessions. It also
focuses on listening skills and listening comprehension. The podcasts expose them to
conversational English. Listening quizzes can be created to assess student’s ability to
comprehend conversations in English. Teachers of ELs have seen that their vocabulary has
increased through listening to words in context. They have also discovered that students enjoy
taking quizzes using a slower audio.
Source for research support:
 https://www.colorincolorado.org/blog/teaching-and-assessing-ells-listening-skills-
listenwise