Toontastic encourages students to tell a story using a scaffold for sequencing a story; setup, conflict, challenge, climax and resolution. This app is engaging and easy to navigate and supports students’ meaning making by having them develop oral storytelling skills to support literacy learning.

A large amount of scaffolding is inherent in this application, ie. The characters are already appropriate to the setting. One could then discuss what characteristics make them specific to the setting.

We would recommend after students have played and explored the app, students work in groups to write a script before creating their final story, to encourage turn taking and ensure that the story sequence is logical. 


Key ideas from: iPads and Kindergarten: students’ literacy development, Matthew Jones

  •      Schools need to embrace new technologies, such as iPads, and use this resource to enhance meaning making in early        childhood literacy
  •       Incorporates ‘child initiated play’ into literacy learning
  •       Effective alternative to text based literacy learning practices, specifically in contexts of low SES and high ESL student
  •       Oral language is critical and will have an impact on reading comprehension
  •       Young children have an invisible backpack filled with a wide range of multiliterate practices
  •       Literacy development is a social and cultural practice
  •       “Making texts talk means learning to speak a texts thematic patterns” [Lemke, 1989, cited in Jones, M. 2012, p.55] In other words, students learn about language structure by actively creating texts.
  •       iPads provide explicit scaffolding
  •       Increases engagement and motivation


Jones, M. (2012), ipads and kindergarten- students literacy development, SCAN, 31(4), 31-40.