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Listening- Comprehension-Podcasting

As a former World Language teacher, I know of the importance of hearing the target language as much as possible. In order to internalize a new vocabulary word, you have to hear it at least 70+ times. By hearing I mean not only the sounds of the letters that make up the word, but also the context the word is embedded in... the melody of the sentence that embraces that word... the words that lead up to it and the words that follow it to make meaning and conclude the sentence.

When learning a language, it is especially important to attach a feeling to a word in order to make meaning of how it will be used in the future with maybe other words surrounding it than the ones originally learned. It is equally important to give language learners the opportunity to practice using the words, sentences and melodies and help them be comfortable in pronouncing them and feeling and hearing them come out of their mouth.

Recording a podcast and the EDITING of the podcast is a great tool, especially for language learners to play with the mechanics of the language. It gives the learners the opportunity to see their voices, read the sounds, manipulate the sequence of sentences, sounds can be deleted, edited, emphasized and re-arranged similar than a word processing program can do this with the written word.

Our second graders were learning the story of Purim a few weeks ago. Their teacher and I planned to have the students record the story as a podcast to be shared with their parents on their classroom blog. Students had had experience with podcasting the previous year as they produced Flat Stanley and a Magic Tree House podcast as first graders.

Their Jewish Studies teacher worked with each of them to write individual parts in Hebrew to create a script of the Purim Story. Collaboratively the class had to make sure that the entire story was told between them.

Then we started recording them in Garageband. We recorded each student's sentence, but were careful to record the sentences completely out of order.

The children loved listening to their recordings over and over again. Once all the parts were recorded it was time for the students to edit the podcast file and move each clip into the correct order to tell the story of Purim.

Putting audio clips into order

We connected the computer to the SmartBoard which allowed students to come up to the board to use their fingers in order to find a certain place in the recording, play, pause, start, listen and decide to which position the clip should be moved to.

Listening Comprehension

Again, I would like to emphasize that this project was NOT about using Garageband (the tool). It was NOT about producing a podcast (the genre) . This lesson was about writing a script, listening, comprehension, collaboration, speaking skills, and fluency in the target language. The tool allowed us to manipulate sounds, re-listen, think critically and logically about the best way to present the story- all in the target language. The genre allowed us to share our work, amplify our reach, gain an authentic audience and motivate students to create and be creative.

Even if you don't speak Hebrew, take a moment and listen to these 7 and 8 year olds. Listen to their fluency, melody and motivation in their voices. Maybe you want to leave them a comment to let them know you "heard" them.

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Lesson on Author’s Point of View…Podcasting…Glogging

This blog post has been in the making for over 12 months.The first part was written (and then left in the draft folder) in November of 2009, while the second part is being written as the unit was unfolding over the last few weeks.

I began working with our Middle School Language Arts teacher, Mrs. Kuhr, to upgrade one of her units (Author's Point of View).

I wanted to:

  • describe the teacher's train of thought from the moment, I approached her with the idea of taking reading of short stories to challenging students to create a podcast narrated from a different point of view.
  • compare the initial lesson objective the teacher envisioned to the unexpected lessons the project taught teacher and students.
  • her journey of podcasting for the first time, playing and staying one step ahead of her students when working with Garageband.
  • document 21st Century skills, students were being exposed to and were practicing.

I wanted to document in way:

  • that could it could be shared on our school's (private) professional development Ning, so her colleagues could be inspired by her "courage" to just try it out and by the possibilities upgrading a "once traditionally taught unit" could bring to their own class
  • that it could be shared on our school's 21st Century Learning blog to keep the school's parents informed of what their children were experiencing in the classroom. What skills are we teaching our students? What are digital natives capable of creating?
  • that it could be shared on the Langwitches Blog in order to reach a wider audience than the one of our small school community. Reach out, so educators from around the world could get an idea that would, in turn inspire them, to try something different in their classroom and as a result reach more students from outside of our school.
Ripple Effect

Ripple Effect

Sharing what one is doing, sharing what one is learning along the way, will not only allow for reflection, but it also will create a ripple effect. A ripple effect that in turn will touch the lives and the future of others.

As the unit upgrade and the podcast project progressed, I kept documenting via a draft on my blog. Mrs. Kuhr was faster than I was and wrote a fabulous documentation and reflection of her lesson on our school Ning. With her permission, I am cross- posting:

To Teach the Literary Element - Author's Point of View

Students will learn the various points of view and be able to identify them in literary works. Students will explore how point of view affects a story's plot. Students will learn to discern the subtle differences between author's point of view and perspective, and how to employ each in their own creative writing.

I love to tell stories, so I began with a 1st person narrative about an awkward situation that involved me and several others. After I told the story, I asked students to imagine the thoughts and emotions of the other "characters"; how the story would differ, say, if told from a 3rd person omniscient point of view. Or, better yet, what kind of stories would the others tell?

Then, APPLICATION: Each class read a short story from their literature texts -

  • 8th: The Telltale Heart by Edgar Allen Poe
  • 7th: The Foghorn and All Summer in a Day, both by Ray Bradbury
  • 6th: Eleven by Sandra Cisneros

and was asked to identify the author's point of view. Students were then instructed to imagine how their stories would change with a different character's or object's perspective. Discussion ensued, and though the repartee was thoughtful and stimulating, I felt I needed something more concrete by which to evaluate. I had recently spoken with Silvia about the successful podcasts she was doing with the lower grades and wondered if the same technology could be used as an assessment tool...

Alas, the PODCAST: Using Garage Band, each student recorded a retelling of the story he/she read from a perspective other than that of the original narrator. Students could select a minor character, the protagonist or an inanimate object to tell their tales. In some instances, students were allowed to create characters (a.k.a. the "fly on the wall"), as long as they stayed true to the storylines. After recording the narration, enhancements (e.g., sound effects, music) could be added to the podcasts.

Finally, ASSESSMENT: Actually, the podcasts themselves are the means by which I will evaluate whether or not my objectives are met. As students finish, they will present their podcasts to their classmates, first explaining why they chose their particular perspectives. In each case, the class is responsible for identifying the author's point of view.
Note: Though higher level critical thinking and creative imagery were my goals, what transpired produced a whole new skills set in digital storytelling. As a result, I asked my 8th graders to create a generic Podcast Rubric for all grades. Hence, in addition to the lesson's objectives, students will be assessed on podcast content, technical production, and presentation.

The majority of the students "got it". They were able to use perspective and point of view in a creative writing/storytelling scenario. They were enthusiastic, focused (for the most part), and exhibited pride in their work. Peer review was more "critique" than "criticism" - always a plus. And I learned more about podcasting and Garage Band than I ever thought I would - or could!

Concurrent recording. Oy! There were not enough places to hide and record in quiet. Background noise was a problem, and editing often led to volatile frustration. Time was also an issue. I had originally scheduled 5 class periods per grade for this assignment. (I should have known better.) We are now on week 3.

Yes, with tweaking. Now that I know what's involved, I'll begin with a definitive rubric that reflects objectives and goals, add a production schedule, and stagger recordings.

Recording studio e

Recording for different perspectives of one story

Lisa Nielsen from the Innovative Educator wrote around the same time as I had started this blog post (in November 2009) "21st Century Educators don't say "Hand it in", they say "Publish it!" . Mrs. Kuhr took yet another step towards becoming that 21st century educator. She moved from having her students "hand in" a written response to a prompt to allowing students to add elements such as voice and sound effects to support their character's perspective as they were recording a podcast. She also realized that her usual assessment rubric was insufficient. She invited her students to join her in creating a new assessment tool that would reflect, not only the basic literacy skills, but also the their podcasting skills.

Fast Forward

Fast forward 14 months. We are in 2011 and Mrs. Kuhr has the previous year's experience under her belt. Podcasting (and Garageband as a tool) do not scare her anymore :) and she was ready to repeat the "upgraded version" of her author's point of view unit with her students.

Current 8th graders had had the experience with podcasting as 7th graders (with a different story). When presented with a new story, they were also given a choice of media they could use to express "their" chosen point of view.

A few students chose to create individual podcast files, while others decided on a collaborative episode. The latter group worked hard to come up with job descriptions and divide the responsibilities among themselves.

Students assigning their own job responsibilities

Here are the jobs they came up with:

  • Project Manager
  • Assistant Manager
  • Sound Manager
  • Scribe
  • Script Supervisor
  • Technical Assistant
  • Liaison
  • Character Coach

They also collaboratively designed a rubric for their point-of-view project.

Students Helping Create their own Assessment Rubric

Here are a few examples:

  • The Tell Tale Heart retold by 8th grade (collaborative group work)

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  • The Tell Tale Heart retold by the old man's heart (William)

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  • The Tell Tale Heart retold by the old man (Manya)

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One students chose to create a PowerPoint to express yet another point of view (the bed)

7th graders were also given a choice of media (audio, video, powerpoint, essay, multimedia poster, etc.). They all chose to create a multimedia poster with Glogster. Mrs. Kuhr quickly created a teacher and student accounts and had them in business in no time.

Glogs are interactive posters that can include different media (images, audio, video, text). All student-created-projects (glogs, powerpoint, videos or podcasts) involved dealing with, finding and using digital media for their creations. A mini-lesson evolved around the issue of Copyright and Fair Use grew out of this need.

Rikki Tikki Tavi Glogster

Rikki- Tikki- Tavi Glogster Example

Students created their glogs about a specific character from the story and their unique point of view. They linked to each other's glogs to tie the story together. Some students used more text and links, others were heavier on images and some even inserted audio.

Where do we go from here? How do we extend the learning further? How do we "upgrade" more parts to include more 21st century skills and literacies ? How can we give students more job responsibilities to empower them and take ownership in their learning? That will be part of Mrs. Kuhr's and my reflection before next school year's Author's Point of View unit rolls around again.


November Learning podcast- Students as Contributors: A Podcast with Silvia Tolisano

We (Head of school,Jon Mitzmacher, 5th Grade Classroom teacher, Shelly Zavon, Middle School Language Arts teacher, Mrs. Reppert, Technology Director & 21st Century Learning Specialist,Andrea Hernandez and two of our students, Sabrina & Hannah) were interviewed by Alan November for his NL Podcast Series about the use of student jobs in the classroom!

Take a listen to the November Podcast Episode: Students as Contributors:

In this podcast, Alan interviews Silvia Tolisano, 21st Century Learning Specialist, along with other administrators, teachers and students at Martin J. Gottlieb School. Here, students are being encouraged to take more of a leadership role in their learning as they take part in a variety of jobs inspired by Alan November’s article, Students as Contributors: The Digital Learning Farm.

The jobs these students are doing give them a great deal of responsibility and provide them with authentic tasks that result in meaningful content that supplements their learning and connects them with experts from around the world.

Silvia will be a presenter at the 2011 Building Learning Communities Conference. Click here for more information and to register.

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How to Subscribe to the MJGDS Podcast Channel

What is a Podcast?

A podcast is an audio file, similar to a radio show, that you are able to listen to anytime and anywhere with a computer or MP3 player (ex. iPod.)

Martin J. Gottlieb Day School Podcast

Our podcast is a continuous collection of episodes that showcases events in the classrooms and highlights curriculum content and student learning. Students learn to express themselves in different media that reinforces their studies.

How can I subscribe to MJGDS’ Podcast?

Click on the MJGDS Podcast Channel Link here. You will be asked to open the link up in iTunes, You can then subscribe to the podcast within iTunes

You can also go directly to iTunes and search for "MJGDS" under Podcast. Click the "SUBSCRIBE" button to automatically subscribe to our Podcast Channel.

You can also subscribe manually to the Podcast Channel:

Copy this RSS feed by highlighting the following, right click and choosing “copy”:

Paste them into your favorite podcatcher, such as iTunes.

Click on the Advanced Tab, subscribe to podcast  and then paste (right click, then choose paste)  the RSS feed.

iTunes will automatically subscribe you to the MJGDS’ Podcast.

Now you are ready to download/sync them to your MP3 player.


Space Real Estate Agents

A Teacher's Heart Smiles when...

A teacher's heart smiles when students become creative, enthusiastic and take ownership of their work. This was the case with our 4th grade class.

We let them listen to various examples of class-podcasts and talk to them about creating a collaborative storyline, that would tie individual audio segments together. We also talked about the importance of voice acting in order to engage an audience.

Students started to get excited as we were brainstorming scenarios for their storyline.

Brainstorming on the SmartBoard

We took a screenshot of the final list and uploaded the image to their classroom blog. Students were then asked to write a short paragraph on the blog detailing their storyline. The class was going to vote for the best storyline to be used for their podcast.

Screenshot of Possible Storylines

From their classroom blogs:

Sabrina M.

I think the plot should be where we go the Kennedy Space Center and Hannah accidentally pushes the button that launches the rocket so we go to all the different planets and then an evil alien says that we cannot go back to Earth unless we can name four facts about every planet. And that’s when we say all our facts.

Josh Z.

Plot: We go into space accidentally and we get a tour of space. After the tour a black hole suddenly says ” take a quiz of the solar system if you get any questions wrong the sun will disappear ” and we take the quiz and the sun doesn't disappear.

Reesa Z.

We should do something where we all were asleep and we had a dream about and alien taking us to the solar system and then he/she would give us a tour about the planets. Then we will talk about our planets. After that we all wake up and realize it was just a dream.

Ryan H.

Real estate agents: Aliens from many galaxies away want to sell, The sun, Mercury, Venus, Earth, Mars, asteroid belt, Jupiter, Saturn, Neptune, Uranus, and Pluto are on the market from alien Real estate agents. The aliens want you to know 4 facts about each planet in order to buy them. If you dont get all 4 facts for your planet by Friday Earth will be destroyed.

Hanna G.

I think the storyline should be: One night all of the classmates dreamed of aliens coming out of the blackhole and they came to capture us. Then the next day we came to school and we went to the Kennedy Space Center and clumsy Hannah accidentally launched the rocket and then it fell so we had to go back to the class and when we got back the class turned into the solar system. In the solar system we learn about all the planets. When we were done we went to the alien real estate agents to get us back home.

Allie I.

Everybody in the class goes home and goes to bed. They all have the same dream. In their dream, they dream about space and learn about space. When they go to school the next morning, they all figure out they had the same dream and talk about what the dream was in class.

Edyn G.

I think that we should be staying at a hotel and there is not enough beds so we pull out a pull out bed and while every one is asleep it turns into a rocket ship and takes us into space and then it turns into a bus and we tour space and then it turns into a rocket ship and gos back to the hotel.

Montgomery P.

I think the plot should be: We go outside for recess, and Daniel tells everyone to come look at what he found. He found twenty jet packs. So we all take a field trip to all the planets and the moon and sun. So when we get back we put the jet packs back where we found them.

Rachel O.

Our classroom turns into the space shuttle because by accident Josh tripped over a binder and pressed the button and no one knew what it did until they all saw the stars and planets.After they see all the stars and planets the class wants to go and take a look around at them all.Mrs.Raitt says “Ok let’s go!”.We all are looking at the planets and then we go back to school.

Shira D.

I would like to do a news cast where on the news they announce that aliens have captured people and they take then around the solar system and that is my idea!

We booked time in the computer lab to allow students to "play" with Garageband and learn about tracks, background music, splitting, editing and moving tracks.

Mrs. R. created a list of planet facts that each group had to include in their segment and students started to write their script.

Items to be included in script

Once each group finished and exported their segment, we imported these files into a new Garageband project and arranged the segments in order.

Putting Podcast Together

Take a "listen" to these 4th graders "Space Real Estate Agents" podcast. Honor their efforts as

  • storytellers
  • collaborative team members
  • creative writers
  • producers
  • directors
  • audio editors
  • podcasters

Leave them a comment, including your location, so they can track their listeners on a Map.

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Global Collaboration and Olympic Podcast

Second grade teacher, Mrs. Bernard. and I have been working with Sarah Soltau- Heller, a first/second grade teacher from Port Hardy, Canada

We started out by collaborating on a Google Doc between teachers. We had an idea section, a time line as well as an area to compile resource links.With e-mail and skype calls we crafted a project that both ends would feel comfortable with (tech skill & time wise).The idea was to collaboratively allow students to create a sports news cast about the Winter Olympics.

Then we created a wiki that would house all the media, information, documentation and resource links for our Olympics 2010 Collaboration project.

Brainstorming with Wallwisher

To stir enthusiasm even further for the second graders on our end, Sarah arranged for a Skype interview with one of the Olympic torchbearers from her home town.

Interview with Olympic Torch Runner from langwitches on Vimeo.

Within our schools we collaborated with Mrs. Gutterman, the art teacher,  and Mrs. Leonard, the librarian to pull in more resources and connect what students were learning and experiences with other subjects.

Learning about Orcas from Canada

Learning about Orcas via the Arts

Learning about the Sport of Curling

We created a VoiceThread with images of all the sports disciplines represented in the Winter Olympics. As students were learning about each sport from books, TV at home or videos shown in school, they were to take note of facts or other helpful information to be recording in an audio comment on the VoiceThread.

The VoiceThread then became the primary source of information for the students for background information as they prepared their final Sports Newscast script.

Students recorded their sports segment of the podcast, alternating between students from the USA and Canada, to produce an international newscast.

We also arranged for the students to practice and play the Winter Olympic Wii game of Curling. Each class practiced individually.

Practicing Curling on the Wii

Cheering each other on

When then arranged a day and time to have a final competition. Unfortunately we had an accident on our end and our Wii console fell and would not operate. We still sang the Canadian and American National anthem for each other and watched the Canadian team do their Curling via Skype.

Singing the National Anthem of Canada and the USA

Besides learning about Winter Sports, the objective of the unit was global awareness, sportsman ship, patriotism, learning about other countries and flags.

For the teachers  and students, the Olympics 2010 was an incredible adventure of international collaboration. Take the time to listen to our collaborative newscast between our second graders and the first & second graders from Canada.

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Flat Stanley’s Adventures Around the World Podcast

Ms. T.'s  first grade classes read the book Flat Stanley by Jim Brown. They sent paper Flat Stanleys to relatives and friends around the country and received images and stories back.

Flat Stanley

Then, inspired by the "worldwide" success" of Mrs.B's podcast episode of the Magic Tree House, the six year olds wanted to create their own recording.

As a class their brainstormed a storyline, so every one of them could have a segment in the recording. It came natural to them that they wanted to be flattened by their SmartBoard and be mailed around the world.

As their homework assignment, they were to pick a location of their choosing and to borrow a book from the library about that location. They could also use the internet to research their destination. Together with their parents they read the book and wrote a short script that needed to include:

  • The location (City, State, Country, and/or Continent)
  • How did they get there (transportation)?
  • What did they do at that location?
  • How did they get back home?

They were also given the reminder that

A podcast is an audio recording, so the children need to think about the senses and sound effects they can use to help portray the mood. How did it feel to be mailed? how did it sound and smell at the places. What did they see?

Recording with Garageband

Take a listen and follow these first graders to London (England), Antarctica, Alabama (USA), Space, Israel, Tokyo (Japan), North Pole, Illinois (USA), New York (USA), Hollywood (USA) and Michigan (USA).

To save the MP3 file to your hard drive and then to import into your iTunes library before syncing with your iPod, simply right click and "Save Link as".

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Here are some comments that were left for our students:

  1. Ms. Sanderson
    January 5th, 2010 at 8:47 am
    What great reading expression! I loved listening to your Flat Stanley adventures. It’s such a great book. You may be interested in checking out our Flat Stanley blog made by 3rd graders at my school: . We’d love to have comments! :)
    Westford, Massachusetts!
  2. Michael Walter
    January 5th, 2010 at 9:39 am
    Great, I am totally inspired to try this at my school.
    St. John’s, NL, Canada
  3. Steve Ransom
    January 5th, 2010 at 10:02 am
    What a great idea, wonderful creativity, and terrific reading and writing skills! When you read with such expression, it makes your ideas so fun to listen to. I love the detail about being hot in the envelope on the way to Tokyo, Japan. You made me want sushi, too! I don’t want to wear sumo diapers, though 😉 Did you know that sumo wrestlers eat between 6,000 and 20,000 calories a day and skip breakfast? Well done!!
  4. Ms. McGillJanuary 5th, 2010 at 10:15 am
    Great job! I really enjoyed listening to your podcast. Everyone spoke very clearly and used expression in their voices. This made your podcast interesting and easy to listen to. I have never read the Flat Stanley story, but I will now.
    Seaforth, Ontario, Canada.
  5. Sally Boone
    January 5th, 2010 at 10:20 am
    You all did a wonderful job with this podcast! I think your reading is exceptional especially with your enthusiasm and expression! You kept my attention the whole time! I enjoyed listening to your travels!
  6. Caroline Roche
    January 5th, 2010 at 10:22 am
    Thank you very much for an interesting journey around the world. I am from the county of Kent, in the United Kingdom, which is right next to London, and I thought that your description of London was really good! Thank you for making such a fantastic podcast – well done!
    Caroline Roche, School Librarian, Kent, United Kingdom
  7. Kristen Swanson
    January 5th, 2010 at 11:13 am
    Boys and girls, you did a great job! I learned a lot of new facts about places that are far, far, away from me! I live in Sellersville, Pennsylvania. Did you know that George Washington hid the Liberty Bell in this town during the Revolutionary War in 1776? Thanks for sharing!
  8. Ina Beltman
    January 5th, 2010 at 12:31 pm
    Boys and girls,Thank you for a wonderfull story.
    I live in the Netherlands in a small town called Markelo.
    Thanks for sharing!
    Ina Beltman Markelo the Netherlands
  9. Elke
    January 5th, 2010 at 12:49 pm
    You are the best Flat Class I ever listened to.
    Thanks for the wonderful story.
    Elke, The Netherlands
  10. Anita Kwiatkowska
    January 5th, 2010 at 1:24 pm
    Guys,You are awesome!
    All the best from Istanbul, Turkey :)
  11. Ian Pratt
    January 5th, 2010 at 1:25 pm
    love flat stanley from when i was a kid, my 5year old son loved listening to your story too. brilliant story,well done guys. Bedford, England
  12. Mrs. Haugeberg
    January 5th, 2010 at 1:42 pm
    What a great project! Everyone did a wonderful job on their Flat stories!I’m from Lisle, Illinois – just outside Chicago.
  13. Claire Barnes
    January 5th, 2010 at 5:31 pm
    You are definitely the best travelled Flat Class in the world! I live in London and could picture Jasmine visiting all the sights in my home city. I thought everyone else had exciting adventures too!
    I love the story Flat Stanley and read it when I was a little girl (many years ago!). I have recently read it with my daughter who loves it too. I really enjoyed re-reading it as a grown-up and we read the Flat Stanley sequels too – maybe you could find one in the library if you enjoyed the book. (London, England)
    Thanks for sharing your great podcast!
  14. I enjoyed listening to your podcast and learned so much about the places that were visited. Great sound effects!
  15. Marybell Rodriguez, tech teacher, Monterrey, MexicoMarybell Rodriguez
    January 5th, 2010 at 6:04 pm
  16. Jade KempJanuary 5th, 2010 at 10:22 pm
    I am a teacher in Mildura, Victoria, Australia. I had never heard of Flat Stanley until a few years back when a friend from The sTates sent her sons “Flat TYler” over – we took him to some Aussie places
    Again, good job!!
    Fantastic Job!
  17. Susan Sedro
    January 5th, 2010 at 10:22 pm
    Hello from Tioman Island, Malaysia,
    I live in Singapore but am vacationing here. I came on a propeller plane but you can also take a long ferry ride instead.
    Thank you for your interesting podcast! I enjoyed learning from you.
  18. Richard Lambert
    January 5th, 2010 at 10:23 pm
    What a fantastic podcast! Your reading voices are so clear and full of expression – well done! I’m very impressed. I just want to know, how come none of you chose to go to Australia? That’s where I’m writing from. We’re on summer holidays at the moment (January) and the weather is perfect! Ah well, maybe next time! :) Well done guys!
  19. Steve BarkleyJanuary 5th, 2010 at 10:24 pm
    What great readers! I have flown with Flat Stanley several years ago.
    Keep up the great work.
    From New Hope, Pennsylvania
  20. CarlJanuary 5th, 2010 at 10:45 pm
    Hi, I am from New Mexico and I totally enjoyed your podcast!
  21. Paula Naugle
    January 5th, 2010 at 10:52 pm
    AWESOME! I am so impressed by your 1st grade Flat Stanley project. Your reading and speaking skills are so easy to hear and understand. I’m glad you all had a good trip and got back home safely. I teach 4th graders in New Orleans.
  22. Lorraine Leo
    January 5th, 2010 at 10:56 pm
    I had so much fun listening to your voices on the podcast! You used LOTS of expression when you were telling your story. I liked the way you used the sound effects too. I could imagine all of the places that you were describing. Thank you for sharing your podcast with the rest of the planet! Great job!
  23. Greg StevensJanuary 5th, 2010 at 11:12 pm
    Beautiful recording. So expressive. How did you come up with the script? Did your class work together on the story you would tell? The pieces fit together wonderfully.
  24. Miss Eckert
    January 5th, 2010 at 11:23 pm
    Great podcasts!
    Greetings from my 7th grade science class in St. Louis, Missouri…if Flat Stanley came to St. Louis he would probably visit the Arch and Busch Stadium (home to the Cardinals)!
  25. Donna Leontowicz
    January 5th, 2010 at 11:38 pm
    WOW! What a great job to all of you. I love your voices and the story. Thank you for sharing this with all of us!
    I live in Red Deer Alberta, Canada.
  26. Sallie Draper
    January 6th, 2010 at 12:28 pm
    Fantastic job! Thanks so much for taking me along on your adventures!
    I live in Sleepy Eye, MN
  27. Chris Hyde
    January 6th, 2010 at 3:14 pmThis is awesome! You all did an outstanding job with your reading expression. Keep up the great work!
    Chris from Camp Hill, Pennsylvania
  28. Brenda Hallowes

    January 6th, 2010 at 3:15 pm
    Great reading Grade ones. I loved your story. If you came to Port Elizabeth here in South Africa you would be able to go to the beach. We are enjoying hot days this week. Our schools open for the new school year next Wednesday.

  29. Mary Vreeman, Tampa, Florida
    January 6th, 2010 at 4:26 pm

    Your reading was amazing! It made me want to run right out to the library and read Flat Stanley again! Most of all, I enjoyed listening to your travel adventures! The decriptions were so detailed I could imagine myself traveling to those places, myself! I learned so much about far away places like Israel, Tokyo, and even SPACE TRAVEL!!! Nice Job Readers and Authors!

  30. Carrie Ward
    January 10th, 2010 at 9:33 am

    I loved the creativity of all the students, the sound effects and the places they went to, especially the time travel to Chicago where I am originally from. :) I am now teaching in Dhaka, Bangladesh and can’t wait to share this podcast with the students at my school. Thanks for making such a professional story!