Rebecca ErwinFRIT 7231: Instructional Design Key Assessment

Identification of Learning Problem

Target AudienceThe target audience is one class of fifteen 9th graders at Howard High School in Bibb County. There are 12 males and 3 females, and they range in age from 14-16. Nine of the fifteen are labeled as special education. All of the members of the target audience were given a test at the beginning of the year to determine their current Lexile level. A students Lexile level corresponds to his or her reading ability. All of the students are significantly below the desired Lexile level for beginning ninth graders. In addition, the students have demonstrated low comprehension, vocabulary, spelling and fluency.

Problem IdentificationThe students in this class are struggling readers who do not read much beyond what is required from them at school. As a result, they have very limited vocabularies and are ill-equipped to tackle unfamiliar words. This deficiency has greatly affected these students performance not only in English classes, but also in other content areas and on standardized tests. Their limited vocabulary has also affected their writing abilities. Perhaps most concerning is the fact that this vocabulary deficiency has the potential to affect them for years to come. If these students continue to struggle with vocabulary, their reading level will not improve, making it difficult for them to read and understand complex texts they will encounter in their everyday lives, such as a job application or a rental agreement or an employee handbook.This deficit became evident after the students took their first vocabulary quiz. The words were all words that may be encountered in daily reading, such as infect, contagious, courageous and feasible. These students still had difficulty in selecting correct definitions for these words, identifying the word properly used in context, and selecting correct synonyms for each word. I perceive this difficulty as a need that can be fixed with explicit vocabulary instruction. The average score on this first vocabulary quiz was 72%, with a lowest score of 45%, and a highest score of 90%. With instruction, the average score should be 90%.

Instructional GoalThe goal of this instruction is that, given a set of vocabulary words, students will be able to correctly define each word, use each word properly in context, and identify synonyms and antonyms for each word.

Learner Analysis

IntroductionThe target audience is a class of 9th graders at Howard High School, in Bibb County, Georgia. The students are ages fourteen to sixteen, with 80% male and 20% female. All of the students are identified as Black, not Hispanic. According to their student records, 60% of the students are identified as Program for Exceptional Children (PEC), 27% are identified as Early Intervention Program (EIP) and 13% are identified as Response to Intervention (RTI) for either academics or behavior. Looking at their transcripts, 33% of the students failed one Language Arts course in middle school. After analyzing prior Criteria Reference Competency Test scores (CRCT), it was determined that in the last 3 years, 73% of the students failed either or both the English portion or the Reading portion of the CRCT. The information in this learner analysis was obtained through use of the systems online Student Information System as well as through teacher observations, student interviews, and other student records.

Entry Skills and Prior KnowledgeAll students have the ability to navigate a computer, including logging on and using a mouse and all have experience working in an online learning environment. All students are significantly below reading level as evidenced by their Lexile reading measure. All students have severe vocabulary deficiencies as evidenced by their performance on a vocabulary quiz which consisted of words that may be encountered in daily reading. The students had difficulty selecting correct definitions for the words, identifying the word properly in context, and selecting correct synonyms for each word. All students do have basic reading and writing skills.

Attitudes Toward Content and Academic MotivationSeveral students have expressed a frustration with school and learning in general, including having a general dislike of English classes. The majority of the students do not enjoy reading, unless it is a very specific subject e.g. sports. Teacher observation and a recent vocabulary quiz confirm that the majority of these students struggle with vocabulary, and some have a reluctance to do the work to improve their vocabularies.

Educational Ability LevelsAt the beginning of the school year, all students were given a diagnostic reading assessment to determine their current reading level. This is given as a Lexile measurement, which is used to help students select appropriate reading materials. All students in the target audience tested significantly below the expected reading level for 9th graders. On their most recent CRCT, 53% scored below 800 on the English portion, which means they did not meet the standards on that part of the test.

General Learning PreferencesThrough observation and interview, as well as a learning styles survey, it was determined that many of the students are primarily kinesthetic learners. Also, many prefer listening to music as they work, and they believe they perform better with music. They also enjoy working in small groups and playing computer games.

Attitude Toward Teachers and SchoolMany of the students have expressed a dislike for school, but seem to still have a respect for their teachers. As this is their first year in high school, some students perceive they have less freedom than they did in middle school.

Group CharacteristicsAll but one of these students knew each other and interacted daily last year in middle school. While the majority of the students are around the same age, and seem to be in the appropriate grade for their age, several students had been retained at least once between kindergarten and 8th grade. The majority of the students have cell phones, including several with iPhones or another type of smart phone, but there are several students who show up without a pen or pencil several days a week. The group generally gets along with each other, although there have been instances of problems and other confrontations in the past. Currently, the class is divided into 3 groups of 5, with one of the 3 girls in each of the groups.

Task AnalysisThe task analysis chosen was procedural because when encountering new vocabulary, there is a definite set of steps that should be followed. Students who are effective readers know how to navigate through new vocabulary and can effectively tackle unfamiliar words without having to follow a series of steps. The students in the target audience are not effective readers, so they do not automatically do the things that good readers do. Having a series of steps to perform when encountering new vocabulary will help the students to self-monitor and self-assess.

When reading any text, students should1. Preview the text and determine which words are challenging2. Assess current knowledge of the challenging word.3. Recognize the prefixes, suffixes and roots that make up the word.4. Look at the context in which the word is being used.5. Try out possible definitions of the word.6. Substitute the definitions for the word.7. Go to the dictionary to double-check the definition.

Subject-matter experts (SMEs) abound in the area of vocabulary instruction. There are several people in particular who have helped to inform this project. Dr. David W. Moore has been a co-chair of the International Reading Associations Commission on Adolescent Literacy and has published research reports, professional articles, book chapters and books. Dr. Robert J. Marzano is a leading researcher in education and has authored or co-authored numerous books and articles in a variety of areas related to education including assessment, instruction, and writing and implementing standards.

Instructional ObjectivesObjective 1: The student will correctly define unknown vocabulary words.Objective 1A: The student will write a working definition of the vocabulary word.Objective 1B: The student will identify a standard dictionary definition of the vocabulary word.Objective 2: The student will correctly identify synonyms and antonyms for the vocabulary word.Objective 3: The student will correctly identify relationships between the vocabulary word and other known words using analogies.Objective 4: The student will construct sentences that demonstrate the correct meaning and usage of the word.

Classification of Instructional ObjectivesPerformance

ContentRecallApplication

Fact1, 1B

Concept21A

Principles3

Procedure4

Interpersonal

Attitude

Relationship between Instructional Objectives and StandardsInstructional ObjectivesCommon Core Georgia Performance Standards

1ELACC9-10L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 910 reading and content, choosing flexibly from a range of strategies.

1AELACC9-10L4d: Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

1BELACC9-10L4c: Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.

2ELACC9-10L5b: Analyze nuances in the meaning of words with similar denotations.

3ELACC9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

4ELACC9-10L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Development of AssessmentsPre-Test Assessment: Students will be shown ten vocabulary words and will be asked to correctly identify the definitions for each word.UDL Principles: The pre-test will be differentiated to provide multiple means of representation. Some students will read and answer the questions on their own, while others will have the pre-test read aloud to them.

Lesson 1: Word Meaning StudyObjective 1: The student will correctly define unknown vocabulary words.Objective 1A: The student will write a working definition of the vocabulary word.Objective 1B: The student will identify a standard dictionary definition of the vocabulary word.Assessment: After several interactions with the vocabulary word, students will be given a short quiz to determine they have mastered the definition of the word.UDL Principles: The assessment will be differentiated to provide multiple means of engagement as lower level learners will be asked to select the correct definition from fewer choices than higher level learners.

Lesson 2: Word Meaning ApplicationObjective 2: The student will correctly identify synonyms and antonyms for the vocabulary word.Assessment: For each vocabulary word, learners will be given familiar words that are synonyms and antonyms of the word. Learners will be assessed on their ability to correctly identify synonyms and antonyms of each word.UDL Principles: This assessment can be differentiated using multiple means of representation and engagement. Students will be able to choose to only view the possible choices, or to have them read to them, and the list of words will vary based on each learners level.

Lesson 3: Word Relationship StudyObjective 3: The student will correctly identify relationships between the vocabulary word and other known words using analogies.Assessment: For each vocabulary word, learners will be shown a partial analogy and will be asked to complete the analogy after identifying the given relationship.UDL Principles: This assessment can be differentiated using multiple means of engagement. Some learners will be asked to select the word to complete each analogy from a given list of words, while other learners will be asked to provide their own word to complete the analogy.

Lesson 4: Sentence ConstructionObjective 4: The student will construct sentences that demonstrate the correct meaning and usage of the word.Assessment: Learners will construct sentences correctly using the newly acquired vocabulary.UDL Principles: This assessment will be differentiated using multiple means of expression since students will be constructing their own sentences. This assessment could also be differentiated using multiple means of engagement by providing some students with sentence starters or sentence frames that they complete.

Post-Test Assessment: Students will be shown the same ten vocabulary words and will again be asked to correctly identify the definitions for each word.UDL Principles: The post-test can be differentiated to provide multiple means of representation. As with the pre-test, some students will read and answer the questions on their own, while others will have the post-test read aloud to them.

Assessment Examples:Pre-TestMatch the word and definition.1. 2. important and meaningfulA. aspireB. significantC. anguishD. effective

3. very strongA. circumstancesB. devotedC. anguishD. intense

4. a strong feeling of misery or distressA. anguishB. urgentC. intentD. significant

5. facts and conditions that affect a situationA. aspireB. effectiveC. circumstancesD. significant

6. done with skillA. urgentB. anguishC. effectiveD. devoted

Pre-Test Answer Key:6. very important; needing to be dealt with immediatelyA. aspireB. effectiveC. drasticD. urgent

7. to be determined to do somethingA. intentB. anguishC. urgentD. significant

8. extreme and suddenA. devotedB. anguishC. effectiveD. drastic

9. to want to do or be somethingA. anguishB. aspireC. significantD. intense

10. to give your time to somethingA. effectiveB. urgentC. devotedD. drastic

1-B, 2-D, 3-A, 4-C, 5-C, 6-D, 7-A, 8-D, 9-B, 10-C

Objective 1 AssessmentMatch the word with the definition.1. intentA. very strongB. to be determined to do somethingC. very importantD. to give your time to something

2. drasticA. a strong feeling of misery or distressB. done with skillC. facts/conditions that affect a situationD. extreme and sudden

3. anguishA. to want to do or be somethingB. to give your time to somethingC. a strong feeling of misery or distressD. needing to be dealt with immediately

4. devotedA. to give your time to somethingB. done with skillC. to be determined to do somethingD. extreme and sudden

5. aspireA. a strong feeling of misery or distressB. very importantC. to want to do or be somethingD. facts/conditions that affect a situation

6. circumstancesA. to be determined to do somethingB. facts/conditions that affect a situationC. extreme and suddenD. important and meaningful

7. effectiveA. important and meaningfulB. extreme and suddenC. done with skillD. very strong

8. significantA. important and meaningfulB. a strong feeling of misery or distressC. to want to do or be somethingD. to give your time to something

9. intenseA. facts/conditions that affect a situationB. needing to be dealt with immediatelyC. extreme and suddenD. very strong

10. urgentA. to give your time to somethingB. needing to be dealt with immediatelyC. extreme and suddenD. a strong feeling of misery or distress

Objective 1 Assessment Answer KeyMatch the word with the definition.1. intentA. very strongB. to be determined to do somethingC. very importantD. to give your time to something

2. drasticA. a strong feeling of misery or distressB. done with skillC. facts/conditions that affect a situationD. extreme and sudden

3. anguishA. to want to do or be somethingB. to give your time to somethingC. a strong feeling of misery or distressD. needing to be dealt with immediately

4. devotedA. to give your time to somethingB. done with skillC. to be determined to do somethingD. extreme and sudden

5. aspireA. a strong feeling of misery or distressB. very importantC. to want to do or be somethingD. facts/conditions that affect a situation

6. circumstancesA. to be determined to do somethingB. facts/conditions that affect a situationC. extreme and suddenD. important and meaningful

7. effectiveA. important and meaningfulB. extreme and suddenC. done with skillD. very strong

8. significantA. important and meaningfulB. a strong feeling of misery or distressC. to want to do or be somethingD. to give your time to something

9. intenseA. facts/conditions that affect a situationB. needing to be dealt with immediatelyC. extreme and suddenD. very strong

10. urgentA. to give your time to somethingB. needing to be dealt with immediatelyC. extreme and suddenD. a strong feeling of misery or distress

Objective 1 Assessment Differentiated ExampleMatch the word with the definition.1. 2. intentA. very strongB. to be determined to do somethingC. very important

3. drasticA. a strong feeling of misery or distressB. done with skillC. extreme and sudden

4. anguishA. to want to do or be somethingB. to give your time to somethingC. a strong feeling of misery or distress

5. devotedA. to give your time to somethingB. done with skillC. to be determined to do something

6. aspireA. a strong feeling of misery or distressB. very importantC. to want to do or be something

6. circumstancesA. to be determined to do somethingB. facts/conditions that affect a situationC. extreme and sudden

7. effectiveA. important and meaningfulB. extreme and suddenC. done with skill

8. significantA. important and meaningfulB. a strong feeling of misery or distressC. to want to do or be something

9. intenseA. facts/conditions that affect a situationB. very strongC. needing to be dealt with immediately

10. urgentA. to give your time to somethingB. needing to be dealt with immediatelyC. extreme and sudden

Objective 1 Assessment Differentiated Example Answer Key1-B, 2-C, 3-C, 4-A, 5-C, 6-B, 7-C, 8-A, 9-B, 10-B

Objective 2 AssessmentMatch each vocabulary word to an appropriate synonym.1. circumstancesa. agony2. urgentb. powerful3. drasticc. desire4. significantd. dedicated5. aspiree. resolved6. anguishf. impressive7. devotedg. conditions8. intenth. serious9. intensei. desperate10. effectivej. crucialAnswer Key1-g, 2-j, 3-i, 4-h, 5-c, 6-a, 7-d, 8-e, 9-b, 10-f

Objective 2 Assessment Differentiated ExampleMatch each vocabulary word to an appropriate synonym.1. circumstancesa. misery2. urgentb. powerful3. drasticc. desire4. significantd. dedicated5. aspiree. focused6. anguishf. skilled7. devotedg. conditions8. intenth. meaningful9. intensei. sudden10. effectivej. importantAnswer Key1-g, 2-j, 3-i, 4-h, 5-c, 6-a, 7-d, 8-e, 9-b, 10-f

Objective 3 AssessmentProvide an appropriate word to complete each analogy.1. significant : minor :: happy : _______________________2. intense : shallow :: cold : ______________________3. effective : useless :: helpful : _________________________4. drastic : extreme :: scared : __________________________5. aspire : desire :: love :: ____________________________Answer Key: answers may vary, but possible answers include:1-sad; 2-hot; 3-hindering; 4-frightened; 5-passionate

Objective 3 Assessment Differentiated ExampleChoose the appropriate word to complete each analogy.1. significant : minor :: a. cold : freezingb. happy : sadc. harmful : hurtful2. intense : shallow ::a. happy : ecstaticb. love : friendshipc. hot : cold3. effective : useless ::a. helpful : hinderingb. hurry : quicklyc. slow : dawdle4. drastic : extreme ::a. hot : freezingb. ascend : descendc. scared : frightened5. aspire : desire ::a. love : passionateb. angry : happyc. excited : bored

Answer Key: 1-b; 2-c; 3-a; 4-c; a

Objective 4 AssessmentWrite original sentences using the vocabulary words from this unit. In addition to using each word correctly, make sure your sentences contain proper capitalization, punctuation, spelling and grammar.

Vocabulary:circumstancesurgentdrasticintensesignificantaspireanguishdevotedintenteffective

123

CapitalizationFour or more capitalization errors are present.One to three capitalization errors are present.Each sentence and any proper nouns begin with a capital letter.

PunctuationFour or more punctuation errors are present.One to three punctuation errors are present.Each sentence ends with the appropriate punctuation and proper rules of punctuation are observed throughout each sentence.

GrammarFour or more grammar errors are present.One to three errors in grammar are present.Each sentence is grammatically correct.

SpellingMultiple spelling errors are present, including commonly used words.Most commonly used words are spelled correctly; several challenging words are spelled incorrectly.The majority of words, including challenging words, are spelled correctly.

Vocabulary usageThe vocabulary word is used incorrectly in at least five sentences.The vocabulary word is used incorrectly in two to four sentences. The vocabulary word is used correctly in each sentence.

Sentence structureSentences are incomplete or ineffective.Sentences are complete, but may not be effective.Sentences are complete and show a high level of understanding.

Objective 5 AssessmentPost-testMatch the word and definition.7. 1. very strongA. circumstancesB. devotedC. anguishD. intense

2. extreme and suddenA. devotedB. anguishC. effectiveD. drastic

3. done with skillA. urgentB. anguishC. effectiveD. devoted

4. important and meaningfulA. aspireB. significantC. anguishD. effective

5. a strong feeling of misery or distressA. anguishB. urgentC. intentD. significant

6. to give your time to somethingA. effectiveB. urgentC. devotedD. drastic

7. very important; needing to be dealt with immediatelyA. aspireB. effectiveC. drasticD. urgent

8. to be determined to do somethingA. intentB. anguishC. urgentD. significant

9. facts and conditions that affect a situationA. aspireB. effectiveC. circumstancesD. significant

10. to want to do or be somethingA. anguishB. aspireC. significantD. intense

Post-test answer key1-D; 2-D; 3-C; 4-B; 5-A; 6-C; 7-D; 8-A; 9-C; 10-B

Content Sequencing and Instructional StrategiesInstructional Sequence

SequenceDescriptionObjective

1Pre-Test

2Correctly define unknown vocabulary words.1

3Correctly identify synonyms and antonyms for the vocabulary words.2

4Correctly identify relationships between the vocabulary word and other known words using analogies.3

5Construct sentences that demonstrate the correct meaning and usage of the word.4

6Post-Test

This sequence is designed to be concept-related, and the content is organized by sophistication. This type of sequencing was chosen because through this unit of instruction, the learner will proceed from the concrete operation of identifying definitions to the more abstract operation of using a word correctly in context. The learner will proceed through several steps designed to help familiarize the learner with the new vocabulary. The ultimate goal of the sequence is to use newly acquired vocabulary correctly in reading and writing.

Lesson 1: Word Meaning StudyObjective 1: The student will correctly define unknown vocabulary words.Objective 1A: The student will write a working definition of the vocabulary word.Objective 1B: The student will identify a standard dictionary definition of the vocabulary word.Initial Presentation: Learners will be presented with partial definitions of the vocabulary word.Generative Strategy: Learners will insert their own words to create working definitions of the vocabulary words. UDL Principles: The lesson can be differentiated to provide multiple means of engagement as lower level learners will be given more prompts and more detailed sentence frames and sentence starters than higher level learners.

Lesson 2: Word Meaning ApplicationObjective 2: The student will correctly identify synonyms and antonyms for the vocabulary word.Initial Presentation: Learners will be reminded of the definition of the vocabulary word, and will be reminded of the difference between synonyms and antonyms.Generative Strategy: Learners will choose appropriate synonyms and antonyms related to the new vocabulary word.UDL Principles: The lesson can be differentiated using multiple means of engagement as the examples provided to the learners during the initial presentation will vary in difficulty depending on the learners level.

Lesson 3: Word Relationship StudyObjective 3: The student will correctly identify relationships between the vocabulary word and other known words using analogies.Initial Presentation: Learners will be reminded of what analogies are and will be shown several examples of analogies to ensure learners are comfortable with the process of completing analogies.Generative Strategy: Learners will work with familiar words to practice drawing conclusions between word relationships using analogies, and then learners will choose appropriate analogies related to the vocabulary words.UDL Principles: The lesson can be differentiated using multiple means of engagement. Some learners will be asked to practice completing analogies using a given list of words, while other learners will be asked to provide their own words to complete the analogies.

Lesson 4: Sentence ConstructionObjective 4: The student will construct sentences that demonstrate the correct meaning and usage of the word.Initial Presentation: Learners will be shown sample sentences using the new word. Some sentences will use the word correctly, while some will use the word incorrectly.Generative Strategy: Learners will identify the sentences using the word correctly, and then will construct original sentences using the word correctly.UDL Principles: The lesson will be differentiated using multiple means of expression since students will be constructing their own sentences. The lesson could also be differentiated using multiple means of engagement by providing some students with sentence starters or sentence frames that they complete.

ReferencesMarzano, R. J., & Marzano, R. J. (2004). Building background knowledge for academic achievement: research on what works in schools. Alexandria, VA: Association for Supervision and Curriculum Development.Morrison, G. R. (2013). Designing effective instruction (7th ed.). Hoboken, N.J.: Wiley.

Design of InstructionInstructional StrategiesGoalsObjectivesUDLAssessments

Lesson 1: The student will study word meanings in order to expand his/her working usage of challenging vocabulary words.

Expand working usage of challenging vocabulary words through word meaning study.The student will correctly define unknown vocabulary words.1A: The student will write a working definition of the vocabulary word.1B: The student will identify a standard dictionary definition of the vocabulary word.Multiple means of engagement.Formative assessment correctly choosing definitions that properly define each new word.

Lesson 2: The student will apply word meanings and parts of speech to new vocabulary words, expanding on his/her knowledge by identifying synonyms and antonyms and drawing logical conclusions between word relationships using analogies.

Apply word meaning and parts of speech to new vocabulary words.The student will correctly identify synonyms and antonyms for the vocabulary word.Multiple means of representation and engagement.Formative assessment correctly identifying synonyms and/or antonyms for each new word.

Lesson 3: The student will study word relationships by drawing logical conclusions using analogies.Analyze word relationships and draw conclusions.The student will correctly identify relationships between the vocabulary word and other known words using analogies.Multiple means of engagement.Formative assessment correctly completing analogies using the new word.

Lesson 4: The student will construct sentences that demonstrate the correct meaning and usage of the word.Properly construct sentences using new words correctly.The student will construct sentences that demonstrate the correct meaning and usage of the word.Multiple means of expression.Formative assessment proper sentence construction.

Formative Evaluation PlanLearner Evaluation

Course Name: _________________________________Date: __________________

1= Strongly disagree

2= Disagree

3= Neither agree/nor disagree

4= Agree

5= Strongly agree

1. The unit was challenging.1 2 3 4 52. The unit was well organized.1 2 3 4 53. The information in the unit was presented in an interesting and engaging way. 1 2 3 4 54. The objectives for the unit were clear.1 2 3 4 55. The unit was paced appropriately.1 2 3 4 56. The navigation was easy and logical to follow.1 2 3 4 57. Feedback was provided in a timely manner.1 2 3 4 5

8. What did you like best about this unit?

9. What would you like to see changed about this unit?

Subject Matter Expert EvaluationReviewer__________________________________Date__________________

N/A= Not applicable

1= Strongly disagree

2= Disagree

3= Neither agree/nor disagree

4= Agree

5= Strongly agree

1. The content is suitable for the target audience. N/A1 2 3 4 5

2. Reading level of the content is suitable for the target audience. N/A1 2 3 4 5

3. The content is well organized. N/A1 2 3 4 5

4. The content is accurate. N/A1 2 3 4 5

5. The content is useful for the target audience to obtain the intended knowledge. N/A1 2 3 4 5

6. The navigation is easy and logical to follow. N/A1 2 3 4 5

7. The design does not contain spelling, typographical, nor grammatical errors. N/A1 2 3 4 5

8. The overall design is appealing for the target audience. N/A1 2 3 4 5

9. The visual design and graphics engage the target audience. N/A1 2 3 4 5

10. The student objectives were met through the course of the unit.N/A1 2 3 4 5

COMMENTS/RECOMMENDATIONS