X is for X-Ray can be a good teacher-led whole class introduction to a lesson about inventing, engineering, or the physics of X-rays. Teachers will need to read (and perhaps synopsize) text-heavy portions of the app for younger students, but pre-readers can also simply listen to the poems and view the images. X is for X-Ray may also be an interesting way for kids just learning to use an iPad to practice swiping, tapping, and pinching on their own -- with rewarding visual results. After students have explored the app fully, teachers may want to choose a suggested activity, such as performing a science experiment, to extend learning.Continue reading Show less
X is for X-Ray (iPad) is a beautiful alphabet book containing detailed descriptions, funny audio poems, and amazing, progressive X-ray images of 26 everyday objects that kids can interact with. The app covers a variety of information about each object -- its history, scientific information, fun facts, and some extension ideas for further exploration (some objects don’t have extensions). From viewing the internal engineering of a toaster to seeing the way bones shape a hand, X is for X-Ray gets kids investigating the parts that create whole objects. Kids swipe, tap, and pinch to view each photo as an X-ray, zoom it larger, spin it around, and view it in 3-D (with purchased glasses). It may take a few tries for kids to get the hang of using the tools, and some images are easier to manipulate than others, but overall navigation is fairly easy.Continue reading Show less
The amazing X-ray images combined with catchy audio poems and fascinating informational text make the learning experience on X is for X-Ray highly engaging and effective. Multimedia information about each object helps with retention by reinforcing learning in different ways. Interacting with objects to expose their insides will leave a lasting impression on students.Continue reading Show less
Key Standards Supported
Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).
Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).
Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).
Use words and phrases acquired through conversations, reading and being read to, and responding to texts.