Instructional Design Report

8/2/2019 Instructional Design Report

1/63

Instructional Design Report #3Differentiated Novel Study

April 17, 2012EME 6601

Spring 2012

Bernadette HarrisUniversity of North Florida

College of Education & Human Services

Graduate Scho


2/63

Review of Literature:

The first research article I selected for my study of instructional designmethods and models was found through a search of the Thomas Carpenter Librarydatabase and comes from the Turkish Journal of Education. According to Isman(2011), the main focus of designing instruction is to structure student learning insuch a way that the students learning opportunity and acquisition is maximized.

According to Isman (2011), this process begins with a needs analysis andidentifying specific goals and objectives for student learning and mastery. Thesecond step of this model is to carefully plan instructional activities that will helpstudents realize these goals and meet the objectives. The next step is to designassessment tools to measure student mastery of objectives, and finally to adjust instructional activities based on student assessment performance as well as theirattitude toward the learning activities.

The two steps that struck me most in this model were the design of instructional activities, whi ch is where much of student education seems to fallapart if the activities are not designed according to student needs. Differentiationof needs and activities must be the guiding force behind this phase of instructionaldesign.

Another area of particular interest to me is the assessment phase. I found it interesting that the model mentions designing assessment to measure student performance on objectives. Many times in education assessments do not necessarilymeasure what has been or should have been taught, or there is a disparity betweenthe learning objectives and the content being assessed.

As is common in many strategic business models and curriculum designmodels, Ismans model is cyclic, in that as you go through the phases, you cycle back through previous phases again as necessary. Although not mentioned specifically,this is what, as educators, we consider formative assessment.

This model, for me, fits nicely with the purpose of my project, in designing adifferentiated novel study, based on student independent and instructional readinglevels. It also mirrors the process of elementary education lesson planning andinstructional design.

The second article that I selected relates to an instructional design modelcreated for the purpose of teaching university level biology courses, and imitatesone known as the ADDIE model, which was created by Dick & Carey in 2004.

The first component of Koksals (2009) model is identifying instructionalgoals, which, according to Koksal, includes identifying the expected learningoutcome after instruction has been implemented. Plans for ongoing formativeassessment and analysis of student learning experiences is to be included here aswell. Instructional goals, according to Koksal, must be based on student content knowledge, and other needs of students. This must include explicit intention to


3/63

teach, which Koksal identifies as a separate part of goal setting. This is where theexplicit instruction designed according to the individualized levels of the learnerscome into play. During this phase, Koksal states that the question what entryknowledge, attitudes and behaviors does the learner need in order to begininstruction? (Koksal 2009, p.9).

The next phase in Koksals model is instructional strat egy development,which he states includes two aspects: content knowledge and extraneous aspects,such as learner differences. This is where instructional activities are selected basedon the type of outcome wanted; cognitive, affective or psychomotor.

Next is the design of formative assessment which, according to Koksal,should include one-on-one evaluation, small group skills assessment and field trial.Based on assessment results, the instructor cycles back through the prior phases of the model and adjusts methods, activities, materials, etc. according to learneroutcomes and attitudes.

I found this model to be very similar in design to the first one, and thecomponents, although named differently and with slight differences in theirparticulars, took a very similar approach to instructional design. This article wasalso found using the University of North Florida librarys database.

I found both models to be similar and equally useful in guiding the design of instruction. I found the latter to be more detailed in the components of some of thephases, and it seemed to break down many of the aspects to be considered a li ttlemore finely than the first did. In designing my unit for differentiated novel study, Iwill implement these phases and consider the many aspects of not only content objectives but learner levels and individual needs as well as including frequent formative assessments.


4/63

Design Project Report #1:

Project Title : Differentiated Novel Study

I. Project Description: This project is intended to be a novel study literacy unit forfifth grade. The purpose of the project is to create a unit which will provide explicit instruction and engaging learning opportunities for students which align with theFlorida State standards and objectives in reading that they are required to master infifth grade. The novels will be selected and activities will be designed based on theneeds analysis of the students, according to their instructional and independent reading levels, based on D.R.A. assessment, Reading Benchmark Scores, informalteacher observations and formative reading assessments.

The result of this unit of instruction will be that the students will haveimproved in reading fluency and application of reading strategies and skills,expanded their vocabulary and improved reading comprehension, according topost-instruction assessment.

The lowest quartile of students, according to the needs analysis, has aninstructional reading level of Grade 4, and an independent reading level of Grade 3-4. A fourth grade level novel, Mrs. Frisby and the Mice of Nimh, has been selectedfor this group of students. The highest quartile of students has an instructionalreading level of Grade 7, and an independent reading level of Grade 6-7. For thisgroup, a seventh grade novel, The Giver by Lois Lowry, has been selected. Themid-level 50 th percentile of the students have an instructional reading level of Grade6, with an independent reading level of Grade 5. For these students, Number theStars, a fifth -sixth grade level novel has been selected.

II. Needs Assessment:

The needs assessment has revealed that this project is based on normative,felt and expressed needs. In identifying these needs, the participants who have beeninstrumental in helping identify the specific target audience of the project are theteacher, school administration and the Curriculum Resource Teacher.

Data collection and analysis includes prior years FCAT scores, andBenchmark I and II assessment data, described in the table below.

NormativeNeeds

The target audience, consisting of 24 fifth graders, were comparedagainst other fifth graders in the state and nation based on prior yearsreading FCAT scores and current years Benchmark assessment scores.Both revealed a disparity in academic performance in reading whichplaced about 25% with reading comprehension, vocabulary andliterary analysis skills above grade level, abut 50% performing at grade level, and 25% performing significantly below grade level. The


5/63

Benchmark assessments are predictors of FCAT performance. Thisclass of students have achieved overall scores in the 58 th and 65 th percentile, respectively, on Benchmark I and II.Data from Benchmark Iand II rendered and explicit item analysis which allowed the data to bedisaggregated by skill as well as by individual student, to allowinstruction to target specific academic performance gaps.

Felt Needs The felt need is derived from the teachers desire to implemen t adifferentiated novel study in order to target specific instructionalneeds based on normative data. A felt need is also expressed by theCurriculum Resource teacher and school administration, as thestudents are approaching taking the FCAT again. All interested partieslisted above feel there is a need to improve reading skills before theFCAT is given.It is also the belief of the education team listed above that theacademically stronger/gifted students need more challenging andrigorous instruction in order to keep them motivated and engaged inreading class. The remaining 50% that are performing at grade levelalso need more challenging and engaging instruction in order tocontinue growing and performing at higher levels.

ExpressedNeeds

The administration and CRT (Curriculum Resource Teacher) haveimplemented weekly data chats and created progress tracking chartsfor each individual student in this class as well as the entire grade levelin order to create accountability for learning gaps being addressed.They have created Instructional Focus Calendars with explicit skills tobe taught an assessed each week based on the available assessment data. The teacher has attended multiple professional development sessions and located resources to use to implement explicit instruction. She has also disaggregated the Benchmark assessment data by student and skill, as well as analyzing individual test items that the students performed poorly on. Using this data, the teacher hascreated differentiated learning groups to target specific skills, and hasreviewed test items with the class as well as small groups of students.

III. Goal Analysis :

The needs assessment revealed specific learning gaps and academicperformance deficits in some of the fifth grade students in the subject of reading. It also identified the need to challenge higher / average performers.

Lack of Knowledge/ Skills: Literary analysis skills such as identifying and using text feature elements of

informational text, and making connections across texts and themes Vocabulary: there were varying levels of vocabulary proficiency across the

class and grade level.


6/63

Comprehension: some students scored very low in the area of identifying astorys main idea, plot structure and charact er development.

Environmental Factors: Poor background knowledge: many of the low performing students come

from low socioeconomic backgrounds with little or no academic support at home

ESE: most of the lowest 25% are ESE students who are on IEPs an d 504Plans with accomodations in reading

Poor foundation in reading: a few of the students entered our school fromvery poor performing prior schools where they did not receive adequatefoundational instruction in reading.

Academically gifted/ high performing students are prone to boredom or lossof interest and/or engagement in class activities if the work seems too easyor below their instructional level.

Learning Environment:

The learning environment in this school is very positive and student-focused.The goal of the school as well as all of the educators is to work with individualstudents to help them reach their academic goals and realize their full learningpotential. Students are encouraged to succeed and are challenged and heldaccountable for their learning. The education team at this school is knowledgeableand well prepared to implement explicit instructional strategies to help thesestudents improve in their academic performance.

Training was necessary to instruct the teacher on how to utilize the data toidentify specific learning gaps and target explicit instruction. The target audience,including the teacher, CRT and administration, set a goal to improve student performance from 58 to 75% by Benchmark III, and for each student to remain aLevel 3 or higher, or move up a level on the FCAT, with 70% of the students makinggains from last year.

Goal Statement: It is the goal of the implementers of this project to target individual learning needs and implement effective explicit instruction that willresult in student mastery of currently weak reading skills.

IV: Learning Competencies:

In order for students to participate in the differentiated novel study, thefollowing competencies are necessary:

All students, regardless of which leveled group they will be participating in,need a strong basic phonemic awareness and ability to read somewhat fluently.They must be familiar with reading strategies such as predicting, inferring,visualizing, summarizing, identifying some plot structure elements such as main


7/63

idea, problem/resolution, rising/falling action, climax, character development. Theywill need to have a reading vocabulary of a fourth-sixth grade level. They must beable to read orally and silently within a small group and to participate in groupdiscussions in order to assess comprehension. They also must be able to summarizestory events and expand upon story details in their own words, with accuracy. Theyshould be able to predict story events based on context clues and use details in text as well as background knowledge to make inferences. They should be able torecognize similarities and differences in plot structure elements across texts. Manyof these skills will vary in proficiency, based on the individual students current level.

Design Project Report # 2 :

Summary of Changes from Report #1:

revised title edited and revised Project Description section revised Needs Assessment to include specific data sources used for

determining goals of project and included goals for higher quartile placed Needs Assessment in table format revised Goals Analysis with specific benchmark testing data revised & updated Task Analysis & Learner Competencies and created

table placed Learner Interview Data into chart and added details added detail to Description of Learners Created Instructional Objectives table

Created flowchart of Instructional Sequence & Strategies Created Detailed Lessons & Objectives section

Project Title : Differentiated Novel Study

I. Project Description: This project is intended to be a novel study literacy unit forfifth grade. The purpose of the project is to provide explicit instruction andengaging learning opportunities for students which align with the Florida Statestandards and objectives for fifth grade reading . The novels have been selected andactivities designed based on the needs analysis of the students, according to theirinstructional and independent reading levels, D.R.A. assessment, ReadingBenchmark Scores, informal teacher observations and formative readingassessments.

The result of this unit of instruction will be that the students will haveimproved in reading fluency and application of reading strategies and skills,expanded their vocabulary and improved reading comprehension, according topost-instruction assessment.


8/63

The lowest quartile of students, according to the needs analysis, has an

instructional reading level of Grade 4, and an independent reading level of Grade 3-4. A fourth grade level novel, Mrs. Frisby and the Rats of Nimh, has been selectedfor this group of students. The highest quartile of students has an instructionalreading level of Grade 7, and an independent reading level of Grade 6-7. For thisgroup, a seventh grade novel, The Giver by Lois Lowry, has been selected. Themid-level 50 th percentile of the students has an instructional reading level of Grade6, with an independent reading level of Grade 5. For these students, Number theStars, a fifth -sixth grade level novel has been selected.

II. Needs Assessment:

The needs assessment has revealed that this project is based on normative,felt and expressed needs. In identifying these needs, the participants who have beeninstrumental in helping identify the specific target audience of the project are theteacher, school administration and the Curriculum Resource Teacher.

Data collection and analysis includes prior years FCAT scores andBenchmark I and II assessment data, described in the table below.

NormativeNeeds

The target audience, consisting of 24 fifth graders, was comparedagainst other fifth graders in the state and nation based on prior yearsreading FCAT scores and current years Benchmark assessment scores.Both revealed a disparity in academic performance in reading whichplaced about 25% with reading comprehension, vocabulary andliterary analysis skills above grade level, about 50% performing at grade level, and 25% performing significantly below grade level. TheBenchmark assessments are predictors of FCAT performance. Thisclass of students has achieved overall scores in the 58 th and 65 th percentile, respectively, on Benchmark I and II. Data from Benchmark I and II rendered and explicit item analysis which allowed the data tobe disaggregated by skill as well as by individual student, to allowinstruction to target specific academic performance gaps.

Felt NeedsThe felt need is derived from the teachers desire to implement adifferentiated novel study in order to target specific instructionalneeds based on normative data. A felt need is also expressed by theCurriculum Resource teacher and school administration, as thestudents are approaching taking the FCAT again. All interested partieslisted above feel there is a need to improve reading skills before theFCAT is given.It is also the belief of the education team listed above that theacademically stronger/gifted students need more challenging andrigorous instruction in order to keep them motivated and engaged inreading class. The remaining 50% that are performing at grade levelalso need more challenging and engaging instruction in order to


9/63

continue growing and performing at higher levels.ExpressedNeeds

The administration and CRT (Curriculum Resource Teacher) haveimplemented weekly data chats and created progress tracking chartsfor each individual student in this class as well as the entire grade levelin order to create accountability for learning gaps being addressed.They have created Instructional Focus Calendars with explicit skills tobe taught an assessed each week based on the available assessment data. The teacher has attended multiple professional development sessions and located resources to use to implement explicit instruction. She has also disaggregated the Benchmark assessment data by student and skill, as well as analyzing individual test items that the students performed poorly on. Benchmark scores indicate that only 58% of fifth grade students are proficient in text features of informational text, connections across texts/themes, identifying mainidea in a passage, and explaining how figurative language is used toincrease the reader s understanding of a texts meaning. Using thisdata, the teacher has created differentiated learning groups to target specific skills, and has reviewed test items with the class as well assmall groups of students. R.T. I Level I is being used to target the areas listed above, and designexplicit instruction and assessments to measure progress in theseareas. The novel study activities are targeted to address explicit instruction in these skills as well.R.T.I. Level II instruction is being used on all ESE reading students,which make up 10% of the fifth grade student population at thisschool, as well as 2 students who are going through the R.T.I. processso that they can be referred for psychological testing. Intenseinstruction and guided activities have been designed (as well as thenovel that has been selected) to be used with this group of students.

III. Goal Analysis :

The needs assessment revealed specific learning gaps and academicperformance deficits in some of the fifth grade students in the subject of reading. It also identified the need to challenge higher / average performers. Currently, 42% of the fifth grade students show performance deficits in the areas mentioned above. Of the 58% performing at the proficient level, 22% are above average, with 3%identified as gifted.

Lack of Knowledge/ Skills: Literary analysis skills such as identifying and using text feature elements of

informational text, and making connections across texts and themes ; alsoabiity to identify and use elements of informational text.


10/63

Vocabulary: there were varying levels of vocabulary pro Bficiency across theclass and grade level.

Comprehension: some students scored very low in the area of identifying astorys main idea, plot structure and character d evelopment.

Environmental Factors: Poor background knowledge: many of the low performing students come

from low socioeconomic backgrounds with little or no academic support at home

ESE: most of the lowest 25% are ESE students who are on IEPs and 504Plans with accommodations in reading

Poor foundation in reading: a few of the students entered our school fromvery poor performing prior schools where they did not receive adequatefoundational instruction in reading.

Academically gifted/ high performing students are prone to boredom or lossof interest and/or engagement in class activities if the work seems too easyor below their instructional level.

Learning Environment:

The learning environment in this school is very positive and student-focused.The goal of the school as well as all of the educators is to work with individualstudents to help them reach their academic goals and realize their full learningpotential. Students are encouraged to succeed and are challenged and heldaccountable for their learning. The education team at this school is knowledgeableand well prepared to implement explicit instructional strategies to help thesestudents improve in their academic performance.

IV: Learner Site Elements:

The learner site will be at our elementary school, primarily taking place inour fifth grade classroom. The classroom has numerous educational technologies.Some technologies include a SMARTBoard, LCD projector, Laptops, desktopcomputers, MP3 players. Utilization of these technologies will be key in our novelstudy. However, as we explore the various books, field trips to the media center arescheduled. We have a few computers in our classroom, but allowing opportunitiesto access the Internet from the media center, will allow the entire class of studentsto do additional research on the book at the same time. The library also offers othertechnologies such as video cameras and digital editing tools. These tools will beused to expand the learners understanding of the novel st udy.

Training was necessary to instruct the teacher on how to utilize the data toidentify specific learning gaps and target explicit instruction. The target audience,including the teacher, CRT and administration, set a goal to improve student performance from 58 to 75% by Benchmark III, and for each student to remain a


11/63

Level 3 or higher, or move up a level on the FCAT, with 70% of the students makinggains from last year.

Goal Statement: It is the goal of the implementers of this project to target individual learning needs and implement effective explicit instruction that willresult in student mastery of currently weak reading skills , or challenge the higherlevel readers to perform above grade level.

IV: Learning Competencies & (Task Analysis) :

The table below describes the proficiency goal of this novel study, separated by skill.The students proficiency goals in FCAT -assessed reading skills are noted with thegoal % that students should be with that skill at the end of the novel study.

Tasks that include the use of certain competencies are listed, but do not include a %goal, since they are measured through informal observations, and the timerequirements and levels of difficulty will be differentiated based on individualstudent needs and learning goals.

For example, cooperative learning requirements will be different in the lowerquartile group than they will in the other two groups. The reason for this is that thelower quartile group will complete 75% of their reading in a guided reading format,with the teacher present and reading with the students, stopping them frequently toprompt them to note details and implement reading strategies as appropriate. Theyalso will have much shorter sustained silent reading periods than the other tworeading groups, based on individual attention spans and ability to focus whilereading independently. Since all of these students are on I.E.P. s (Individual

Education Plans) that include accomodations for reading instruction, task requirements will be differentiated for these students as well.

Proficiency Goal of Novel Study: Competency Required:

Reading fluency (80%) Phonemic awareness Ability to decode unfamiliar

words Ability to use context clues Self-monitoring


12/63

V. Learner Interview Data:

After interviewing students from all three reading groups and discussing theirconcerns and interests in the novel study, including some of the planned activities,an analysis of the data is displayed below.

Comprehension of plot structure elements(80%)(main idea, falling/rising action, climax,problem/resolution, authors perspective,character development, setting)

Ability to predict storyline events Ability to make inferences Ability to use background

knowledge to make text-to-self connections

Ability to recognize story context and elements

Ability to visualize story eventsbased on background knowledge,context clues and/or discussion

Ability to summarize &paraphrase story events by notingimportant details while reading

Vocabulary (80%) Ability to recognize andunderstand word meanings at aGrade 4-6 level (depending onreading group & novel selected)

Sustained Silent Reading Ability to remain focused andengaged in story content duringperiods of 15-30 min of sustainedsilent reading

Cooperative Learning Ability to work cooperatively inassigned group

Ability to participate and

complete assigned parts of groupwork


13/63

Learner Level/ Novel: Concerns: Interests:Lowest Quartile: Mrs. Frisby& The Rats of NIMH

Low self-efficacy Questions ability to

complete novel of this length

Apprehension about reading aloud ingroup due to lowfluency

Personification of rats peaks interest

Use of sticky notesduring reading tonote details

Creating comicstrip to showcharacterdevelopment asone of schedulednovel studyactivities

Option to use Nook or Kindle for silent reading

Middle 50%: The SecretGarden

Boys showed someconcern for interest based on cover &title seeming girly

Length of novel Concerned with

knowing amount of silent readingrequired tocomplete novel

study

Role-plays to showcharacterdevelopment as ascheduled activity

Ability to read ingroups during most of novel study

Option to use Nook or Kindle for silent reading

Highest Quartile: Gossomer Unsure of story line Some prefer to read

independently vs.reading with agroup

Excited to createtest questions andmultiple choiceanswers to test each other as ascheduled readingresponse activity

Role-playingand/or videocreation to showcharacter

development Ability to use Nook or Kindle for silent reading


14/63

VI: Description of Learners:

The learners involved in this novel study vary in race, religion, socio-economic status, as well as learning styles. The racial breakdown of the students is15 % Hispanic, 55 % Caucasian and 30 % African American. This is a public charterschool which is part of Charter Schools U.S.A. It is in a suburban area, with less than30% of the student population on free or reduced lunch. This is this school sitesfirst year in business, so they do not currently have a school grade. However, thereare 31 sister schools, also owned by Charter Schools U.S.A. in the state of Florida, allof which had a school grade of A or B in 2011

VII. Instructional Objectives:

Learning Objective: Task/Condition: Proficiency Goal at Endof Study:

LA.5.2.1.7:Identify andexplain an authors useof descriptive,idiomatic, andfigurative language

read novel that usespersonification and/or other figurativelanguage

recognize use of &type

recognize how the useof f.l. contributes tomain idea, authorspurpose, createsmood, etc.

leveled combination of cooperative readinggroups & sustainedsilent reading

identify & describespecific examples of f.l.using response task cards

Middle 50 th percentile: 80%

High Quartile:80%

Low Quartile:70% or asoutlined in IEP

LA5212 locate andanalyze the elements of plot structure,including exposition,setting, characterdevelopment,

Note-taking to identifyelements

Summarizing elements& how they contributeto readersunderstanding of story

Reading response task cards to answer


High Quartile:90%

Low Quartile:70% or asdefined by IEP


15/63

rising/falling action,problem/resolution

questions todemonstratecomprehension of plot structure elements

Role-plays of characterdevelopment

Charts/comic strips toshow characterdevelopment

Making inferences Visualizing events Predicting story events

LA.5.1.7.5 The student will identify the text structure an authoruses (e.g.,comparison/contrast,cause/effect, sequenceof events) and explainhow it impacts meaningin text

Noting details Group discussion Reading task card to

answer questions todemonstratecomprehension of text structure

Making inferences Exit Tickets

Middle 50 th percentile:80%High Quartile: 90%

Low Quartile: 70% oras defined by IEP

LA.5.1.7.8 - [5-5] [Thestudent will] usestrategies to repaircomprehension of grade-appropriate text

when self-monitoringindicates confusion,including but not limited to rereading,checking context clues,predicting, note-making, summarizing

Monitoring forunderstanding bystopping every 3 pgsto discuss story whenreading in groups

Journal responsesafter silent reading

Making accuratepredictions based oncontext clues



LA.5.1.7.2 The studentwill identify the authorspurpose (e.g., topersuade, inform,entertain, explain) andhow an authors

perspective influencestext ;

Making inferencesusing context cluesand backgroundinformation

Group discussionsabout story details

Noting details



Formatted: Font: Bold


16/63

LA.5.1.6.3 - The studentwill use context clues todetermine meanings of unfamiliar words.

Reading surroundingwords/ sentences todetermine meaning



LA.5.1.7.3 - The studentwill determine the mainidea or essential messagein grade-level textthrough inferring,paraphrasing,summarizing, andindentifying relevantdetails.

Making inferencesbased on context clues& backgroundknowledge

Summarizing story Noting important

details to identify mainidea

Cooperativediscussions

Middle 50 th percentile:85%High Quartile: 95%Low Quartile: 75% oras defined by IEP

RF.5.4. Read withsufficient accuracy andfluency to support comprehension

Read aloud in groupsdaily to increasefluency

Read text that is at independent/instructional reading levelbased on DRA andteacher observationdata

Middle 50 th percentile:80%High Quartile: 90%Low Quartile: 75% oras defined in IEP

Assessments: Reading Response Task Cards: completion with 80% accuracy Written summaries with adequate details to support inferences made and

story elements identified Group charts, graphic organizers, etc. will be assessed for completeness,

accuracy of details Informal observation of student participation and ability to respond orally as

well as in writing to comprehension questions Exit tickets will be assessed for accuracy, detail and ability to demonstrate

mastery of content IFC Assessments given weekly to assess mastery of standards Student journal entries assessed for accuracy and sufficient detail to explain,

summarize, etc

Formatted: List Paragraph, BulletedLevel: 1 + Aligned at: 0.25" + Indent a0.5"









17/63

VIII. Instructional Sequence & Strategies:

The flowchart below provides a plan for instructional strategies that will be usedover the span of 4 weeks while this unit is implemented. These strategies willsupport teaching the objectives listed above, with explicit direct instruction, readalouds to whole group, guided practice in implementing the skills and strategiesrequired for the students to meet the objectives listed. It also includes independent and group practice of the skills and strategies to demonstrate mastery.

Week 1:

Main Idea : model noting details; read aloud, cite details, engagestudents in guided practive making inferences and predictions based oncontext clues/background knowledge; then apply toindependent/group reading

Text Structure : whole group discussion and read aloud to helpstudents identify text structure and then apply to independent/groupreading

Week 2

Descriptive/Figurative Language Read aloud and engage whole group with stories that use

personification, metaphors, similes, idioms daily; guided practiceidentifying & defining each then apply skill during inepenent /groupreading with assigned task cards & response activities

Week 3 & 4:

Author's Purpose & Perspective: read aloud & engage whole groupin discussion of main idea as previously identified; model usingknowledge of main idea and context clues to make inferences about author's point of view; provided guided practive in identifying author'spoint of view and purpose requiring the students to provide explicit details from story to support their answers; then apply skill toindependent / group reading activities

Plot Structure: read alouds, guided practice identifying plot structureelements then apply skill to independent/group reading tasks


18/63

VIII. Practice & IX. Details / Lessons to Teach Objectives:

Week 1: Main Idea: Readers Workshop to include I do, we do, you do activities

o I do (D.I) read aloud modeling monitoring, predicting and inferringto identify main idea *daily

o We do ( guided practice ) students are called upon during readaloud to make inferences & predictions citing explicit context cluesused to make these

o You do ( independent/group reading ) students read in leveledgroup from assigned novel applying skills to identify main idea, usingsticky notes to note important details, make predictions andinferences based on context clues; journals to summarize main ideaafter reading, Grade 5 reading task cards to be used to answercomprehension questions on main idea. Task cards ask explicit questions, at varying levels, for students to answer to demonstratemastery.

Text Structure: I do, we do, You do ac tivities: o I do (D.I.) read aloud sample passages with variety of text

structures stopping to model how to identify type of text structure (cause & effect, compare/contrast, etc.)

o We do ( Guided Practice ) whole group helps to identify text structure of silent reading passages/ paired reading passagesusing context clues and class discusses/ clears misconceptions

o You do ( independent/group reading ) apply skill by notingdetails that support text structure identified; explain in readingresponse with thorough summary and specific context cluescited.

Week 2: Descriptive/Figurative Language: Readers Workshop to include I

do, We do, You do activitieso I do (D.I.) read aloud from text using personification, similes,

metaphors & idioms, stopping to model identifying each o We do ( Guided practice ) use of promethean board and

sample reading passages from Promethean Planet to engagestudents in helping identify types of descriptive language andhow they contribute to mood or theme of passage

o You do ( independent/group reading ) students will noteexamples of figurative language used in their novels thencreate a chart of figurative language samples, type and themood or theme created by them at various parts of thestory; some groups will create an additional page or chapterand implement use of figurative language in their additions.












19/63

Week 3:

Authors Purpose/ Perspective: Readers Workshop I do, we do,you do activities:

o I do (D. I.) read aloud from text and model making inferencesbased on story clues to identify authors point of view about topic/main idea (familiar text to students) and author spurpose for writing, citing explicit details to support

o We do ( guided practice ) use promethean board andpromethean planet flip chart to engage students in helpingidentify author s perspective and purpose of a text usinginferences, context clues and explicit details; (flipchart Context Clues Grades 3 -5)

o You do ( independent practice ) students note details tosupport their inferences about authors perspective andpurpose and use these to complete group and independent response tasks; Examples of tasks:

Group 1: will use netbooks to research allusionsused in character development by Lemeny Snicket. Theyidentify the historical figures characters are namedafter, and what these figures are famous for. They must make connections between the personalities of the book characters and the historical figures and identify

AUTHORS PURPOSE for choosing each withspecific story details and inferences to support this.

Group 2: Character sketches using charactersketch graphic organizers and listing specific charactertraits of the book characters and mythological creaturesand the similarities and differences which identify thereason the author had for using these characters(creatures)

Group 3: use netbooks to research breeds of owls mentioned in the text and the characteristics of each breed; create a table and include the names of theowls in the book under each breed/type. Makeinferences using story details and context clues and list the reasons the author probably had for making eachowl character in the book the specific type owl he/sheis.

Group 4: Guided reading using sticky notes tonote important details and make inferences about characters and story events, with coaching and cluesprovided by teacher; also examine Grimms Fairytalebooks and internet information to make connections tothe title and story events that provide clues about whythe author chose these. Students will create a group



Formatted: Indent: Left: 2", No bunumbering


20/63

poster with charts and tables of characters in Grimm sfairytales and in the text, and make connections, listingsimilarities between them and make inferences as towhy author chose them.

Week 4: Plot Structure: Readers workshop I do, we do, you do activities

o I do (D.I.) through daily read alouds identify variouselements of plot structure and model use of context clues,explicit information and inferences to identify

o We do ( guided practice ) using a familiar text we have readaloud from and all students have read independently from theseries (Diary of a Wimpy Kid), guided practice identifying allplot structure elements using context clues & inferences

o you do ( ind/group practice ) students will apply skills toidentify plot structure elements as assigned and produceindependent and group assignments to demonstrate mastery;they will use sticky notes and stop every 2 pgs to identify plot structure elements and note them; after reading, they will usetheir sticky notes to write short summaries explaining theelements identified AND THE CONTEXT CLUES that support them.

Assessments will be both formative and summative, and are listed in detail underInstructional Objectives. Feedback will be provided with formative ongoingspecific praise during informal observation and guided practice, as well as duringquestioning used during all Direct Instruction. In addition, student summaries,journal entries, task card responses and exit tickets will receive written feedback with specific notes to clear misconceptions and recognize mastery, growth andachievement. Written work and IFC Assessments will be graded in student gradebook, and ability to demonstrate mastery through orally responding tocomprehension questions will be noted as participation grade as well.

X. Preinstructional Activities:

Benchmark Testing: Students have been given three formal assessments of Reading Benchmark Testing through Discovery Education. Data from theseassessments has helped the teacher identify areas of weakness and lack of mastery of specific reading objectives.

Informal Observation: Regular informal observations have been conductedweekly during guided reading time with each student and group of students.During guided sessions, teacher has modeled objectives for the students,then engaged them in working through the objectives independently, while

Formatted: Font: Not Bold




Formatted: Indent: Left: 1.5", No bor numbering

Formatted: Font: Not Bold

Formatted: List Paragraph, BulletedLevel: 1 + Aligned at: 0.25" + Indent a0.5"



21/63

asking questions to identify strengths and weaknesses as well as level of mastery of objectives.

Formal Assessments: formal reading assessments of literature read in classhave been administered. The data from these has been used as an additionalmeasure of student mastery of objectives.

D.R.A. Assessment: teacher has conducted three sessions of D.R.A.assessment on each child to identify their independent and instructionalreading levels, in order to group students homogeneously andheterogeneously for various activities, and to identify where most assistanceand scaffolding is needed.

IEPs: Students with Individual Education Plans have specific modificationsand accomodations listed on the IEP which helped inform the teacher of learning needs.

Learner Interviews and ongoing conversations helped the teacher identifystudent apprehensions about reading, as well as what materials they have ahigh interest in.

Teacher Read Alouds: teacher read alouds from texts which researchindicates illicit a high level of engagement were used to peak interest fromstudents. Texts included A Series of Unfortunate Events book, Diary of aWimpy Kid, and poetry from Shel Silverstein.

Cereal Box Book Reports: students were allowed to create cereal box book reports from a book of their choice and present them to the class. Thisallowed for a lot of individuality and sharing of favorite things.

Create Your Own Diary: An activity packet of Create your own Diary of aWimpy Kid was used as a reading activity to increase studen t motivation.

Promethean Planet: interactive reading activities from Promethean Planet were used, as well as mini laptops and Kindles during reading time.

One-To-One Formative Assessment

Plan for one-to-one formative Evaluation:

I. Learners:

The learners involved in the study are fifth grade students in a public charter schoolin Jacksonville, FL. Prior to the implementation of this differentiated novel studyinstructional plan, an Instructional Design Report was created, outlining the dataused to identify the instructional need, current independent and instructionalreading levels of all learner participants, specific goals and objectives for instruction





Formatted: List Paragraph


22/63

and student achievement, instructional strategies and materials to be used, and aplan for evaluating learner mastery of objectives after instruction.

For the one -to- one formative evaluation, two students from each of the lower,middle and high level groups will be selected. They will participate in explicit one-on-one instruction with the teacher and be given differentiated reading and post-reading tasks to complete to demonstrate mastery of objectives defined.

II. Materials:

2 copies of each of the novels being used Series of Unfortunate Events #8 for read aloud Character Development Graphic Organizer Plot Structure Elements Across Texts matrices post-it notes Large index cards for exit tickets Novel Study Project Rubric Reading Task Cards

III. Procedures:

On alternating days during Readers Workshop, my plan is to pull individualstudents from each of the levels of groups to read to/with me one-on-one andcomplete differentiated reading tasks during and after reading. The two objectivesto be mastered are defined in the table below, along with the differentiated task assignments that will be given to the students to complete to demonstrate mastery.

Before beginning any instruction in this novel study, all students will be given arubric defining story elements and reading skills & strategies, along with task descriptions for the students to review before and throughout the novel study, andto turn in with their final packet. I will go over the rubric in detail to insure that they understand the expectations of each category and assignment if they wish toreceive full credit.

IV. Objectives, Explicit Instruction & Learner Tasks:

Objective: Intructional Strategies: Learner Tasks:LA5212 locate andanalyze the elements of

plot structure, includingexposition, setting,character development,rising/falling action,problem/resolution

Teacher will activatebackround knowledge by

discussing/questioningstudent about elements of plot structure and what part of the story each isfound in and context clues

After reading & notingdetails, student will use

Reading Task Card todemonstrate ability toidentify plot structureelements by answeringquestions and providing


23/63

that help reader identifyeach.Teacher will read aloudfrom A Se ries of Unfortunate Eventsstopping frequently toengage student in helpingidentify plot structureelements & note on stickynotes.Student then reads aloudto teacher fromdifferentiated novel,stopping every 3-4 pages(depending oncomprehension & readinglevel of student) to notedetails/clues of plot structure elements.

details to support answers.* Lowest Level Student:select 3 of the questions toanswer thoroughly;teacher provides coachingand guides student through noting accuratedetails/context clues andthen also through usingthem to answer questions;*Mid-Level Student:select 5-6 questions toanswer thoroughly usingsticky notes of detailsnoted while reading thencomplete EXIT TICKETwith short summary of elements identified and aprediction of one or twonot yet read (eg:problem/resolution)*Highest Level Student:answer questions on task card independently, thencomplete first section of Plot Structure ElementsAcross Texts matrix

LA.5.1.7.3 - The student will determine the mainidea or essentialmessage in grade-leveltext through inferring,paraphrasing,summarizing, andindentifying relevant details.

Teacher will activatestudents backgroundknowledge about what themain idea of a story isthrough discussion andreviewing stories the classhas previously read &having the student explaintheir main idea, clearingmisconceptions duringdiscussion. Next, theteacher will remind thestudent how makinginferences is sometimesnecessary in reallyidentifying a storysessential message as

*Lowest Level Student:will read aloud to teacherstopping every 1/3 pg, asteacher guides themthrough using details andcontext clues to makeinferences about storyevents & characters,having student notedetails on sticky notes.After reading the assignednumber of pages, thestudent will choose threequestions from the MainIdea Reading Task Card toanswer thoroughly, usingtheir sticky notes to assist


24/63

well as charactersfeelings, disposition, etc.Next, teacher will modelmaking inferences about the characters and eventsand how they helpsupport and define thestorys main idea whilereading aloud from ASeries of UnfortunateEvents, stopping every 2-3pages to ask high orderquestions about main ideaand guide student throughmaking inferences (orhave them do soindependently dependingon level of student), andnote these on sticky notes.After reading, student andteacher will recap what was noted and student will completedifferentiated post-reading task todemonstrate mastery.

them. Teacher will guidethem through answeringthe questions and provideextra support.*Mid-level Student: willread aloud to teacher,stopping every 1-2 pagesto make inferences about story and characters,noting on sticky notes.After reading, student willuse these to answer allquestion on Main IdeaReading Task Cardthoroughly and write a 2paragraph summary about the inferences they madeand the specific context clues that helped them tomake them, and includethe main idea in theirsummary.*High Level Student: afterreading aloud to teacherfrom A Series of Unfortunate Events,stopping every 3-4 pagesto independently noteinferences on sticky notes,student will fill in part 2 of matrix, identifyingsimilarities & differencesin main idea, charactersand story elementsbetween the 2 texts.

V. Results of Formative Evaluation:

The results of the formative one-on-one evaluation were as follows: The low level students required teacher support in answering Reading Task

Card questions and completing their exit tickets. One student completedadditional questions on Reading Task Card.

The mid-level students were able to complete all assigned tasks with minimal


25/63

to average teacher assistance. One student completed and expanded uponwhat was assigned.

The high level students were able to proficiently complete their tasksindependently, and the assigned work was sufficient to keep them engagedfor the entire reading block.

The level of difficulty of the tasks seemed to be accurate at each of the threelevels.

Highest level students seem to enjoy the most variety in task assignmentswhile the lower level students seem to be more comfortable with repeated orfamiliar tasks.

VI. Adjustments Made to Original Plan:

I did not make many changes to the original instructional plan as a result of thisevaluation with the following exceptions:

In order to further challenge and engage the higher level students, I will researchand locate additional higher level critical thinking novel study activities for thespecific novels they are reading. I am also going to add a media project for themto create a Promethean Planet flipchart presentation about their book. This mayalso be assigned at the mid and lower level, to different degrees of difficulty,depending on their progress in completing their novel reading and assignedresponse tasks.

The high and mid-level groups will very likely finish their books before the lowergroup. For this reason, I am going to design smaller group within the groupreading activities using alternate texts for them in case they finish early.

Small Group Assessment Plan for Small Group Evaluation:

I. Learners:

The learners involved in the study are fifth grade students in a public charter schoolin Jacksonville, FL. Prior to the implementation of this differentiated novel studyinstructional plan, an Instructional Design Report was created, outlining the dataused to identify the instructional need, current independent and instructionalreading levels of all learner participants, specific goals and objectives for instructionand student achievement, instructional strategies and materials to be used, and aplan for evaluating learner mastery of objectives after instruction.

- One-to-One Evaluation:

Of the total group of learners, several were selected to participate in a formative


26/63

one-to-one instructional evaluation using similar materials to be used in the smallgroup model. They read independently as well as reading aloud to the instructor,and worked on activities designed to show mastery in two of the total objectivesthey would continue working on in the small group novel study. Data collectedduring the one-to-one evaluation allowed for adjustments to the design of the smallgroup novel study described herein.

II. Materials:

6 copies of Mrs. Frisby & The Rats of NIMH 6 copies of Gossemer 12 copies of The Secret Garden Guided reading planning cards for all 3 novels Rubrics for students

Series of Unfortunate Events #9 for read aloud Character Development Graphic Organizer Plot Structure Elements Across Texts matrices post-it notes Character Interactions Graphic Organizer Text Elements Organizer Large index cards for exit tickets Reading Task Cards Student netbooks with PowerPoint software Student netbooks with internet access Blooms leveled question cards

III. Characteristics of Learners and Groupings:

For the differentiated novel study, students are grouped homogeneously accordingto their independent and instructional reading levels. This was determined using acombination of data, such as student IEPs, informal teacher observations, runningrecords, DRA assessment and Benchmark Assessment scores.

The lowest quartile consists of six students who are reading below grade levelindependently. One of the students is currently receiving Tier III RTI interventionsoutside of the reading block. All others are receiving Tier II RTI interventionsoutside of the reading block. This group will require the most scaffolding andteacher support during the novel study. The teacher will work daily with this group,observing and keeping running records on their reading proficiency, reading some

of the novel aloud to them to help increase their comprehension, model pacingfluency and use of inflection, guide them through identifying relevant details andassisting them in locating information needed to complete assessment assignments,such as task cards, summaries, etc.


27/63

The middle group consists of twelve students who are reading at grade level. Due tothe size of the group, they will be divided into two equal groups of six, with asomewhat equal number of boys and girls in each group. Consideration forbehavioral patterns will be used in grouping these two groups of students, to avoidunnecessary disruption or off task behavior during group reading time. They willrequire less scaffolding from the teacher. The teacher will work with this group twoto three times a week, observing and keeping a running record of their readingproficiency and group discussion participation. Each group will have a designatedgroup leader that will monitor response activities. The leader role will changeweekly.

The highest group consists of six students who are reading above grade level. Of thesix, three are identified gifted students, who receive pull out services for GiftedEducation activities once per week. They are reading a sixth-to-seventh grade levelnovel, and will require very little intervention from the teacher. The teacher willwork with this group once a week for approximately 15- 20 minutes, to check in ontheir progress of completing their differentiated tasks.

IV. Procedures:

Before beginning any instruction in this novel study, all students will be given arubric defining story elements and reading skills & strategies, along with task descriptions for the students to review before and throughout the novel study, andto turn in with their final packet. I will go over the rubric in detail to insure that they understand the expectations of each category and assignment if they wish toreceive full credit.

A table of learner objectives, differentiated tasks and evaluation tools to assessmastery of each objective using these tasks is included below.

Objectives, Learner Tasks, Evaluation

Learning Objective:: Task/Condition: Evaluation:

LA.5.2.1.7:Identifyand explain anauthors use of

descriptive, idiomatic,

and figurativelanguage

read novel that usespersonification and/ or other figurativelanguage

recognize use of &type recognize how theuse of f.l.contributes to main

Task card responses willbe submitted on exit tickets; students will beevaluated, according to

their proficiency levels, onwhether or not their task card responsesdemonstrate mastery of explaining authors use of


28/63

idea, authorspurpose, createsmood, etc. leveled combinationof cooperativereading groups &sustained silentreading identify & describespecific examples of f.l. using responsetask cards

descriptive/figurativelanguage.

LA5212 locate andanalyze the elementsof plot structure,including exposition,setting, characterdevelopment,rising/falling action,problem/resolution

Note-taking toidentify elements Summarizingelements & howthey contribute toreadersunderstanding of story Leveled BloomsTaxonomy task cards used to guidestudents throughsummarizing whatthe specific plot

structure elements in the story are andhow they contributeto the storys overalltheme.

Using leveledBlooms Taxonomyguided readingcards, students willbe assigned tosummarize the plotstructure elements intheir novels,including explicitdetails to supporttheir responses.Lower quartile willuse the infer(lower level)

Blooms card; twomiddle groups willuse the analyze andevaluate cards, andthe high level groupwill use the justify

A.5.1.7.5 Thestudent willidentify thetext structurean author uses(comparison/contrast,cause/effect,sequence of events) andexplain how itimpacts

Noting details, Students will usesticky notes andnote explicit detailsthat will prove theirdetermination of thetext structure usedby the author. Theywill explain the textstructure and whatdetails prove it onan exit ticket.

Exit ticketsexplaining textstructure, andteacher observationof group discussionand individualstudent contributionto discussion andability to selectrelevant details andidentify textstructure.


29/63

meaning in text LA.5.1.7.2 Thestudent willidentify theauthorspurpose (e.g.,to persuade,inform,entertain,explain) andhow an authorsperspectiveinfluences text ;

Making inferencesusing context cluesand noting details onsticky notes, thegroup will identifythe authorspurpose. They willwrite a brief summary explainingwhat it is, andinclude manyexplicit details fromthe story thatsupport this.

Summaries will beevaluated accordingto studentperformance levels.The lowest groupwill have a modifiedcontent evaluation,as they will not berequired to includeas many details fromthe story and somewill requireprompting and helpwriting thesummary.

LA.5.1.7.3 -The studentwill determinethe main ideaor essentialmessage ingrade-level textthroughinferring,paraphrasing,summarizing,and

indentifyingrelevantdetails.

Students will usesticky notes whilereading in theirgroups and will stopfrequently to notedetails that supportthe storys essentialmessage, or mainidea. They willmake inferencesabout these detailsthat help them arrive

at their conclusionabout the main idea.They will answerquestions on readingtask cards withdetails.

Task card responses

RF.5.4. Read withsufficient accuracyand fluency to supportcomprehension

Teacher willobserve students andrecord pace andfluency of readingas well as studentparticipation ingroup discussion

following readingactivity.

Running records of individual readingfluency anddiscussionparticipation

LA.5.2.1.2 locate andanalyze the elementsof plot structure,

Using a characterinteraction graphicorganizer, students

Detail andthoroughness of graphic organizers


30/63

including exposition,setting, characterdevelopment,rising/falling action,problem/resolution,and theme in a varietyof fiction ;

will identify themain and supportingcharacters and howthey interact witheach other in thestory to createcharacterdevelopment

LA.5.2.1.4: identify anauthor's theme, anduse details from thetext to explain how theauthor developed thattheme

Students willcompletedifferentiated tasks,such as using theinternet to look upallusions used incharacter creation,create electronicstory summary of their book, orresearch literaturementioned withintheir text in order todeepen theirunderstanding of thetheme created bythe author

Lowest group willresearch Grimmsfairytales and theirorigin, and connectwith those cited inthe story; withguidance they willdeepen theirunderstanding of thetheme the authorintends to create.Middle group willuse internet toresearch allusionsand other places/ events from theirtext and explain inan oral presentationto the class.High group will use

internet to expandtheir understandingof the gossamer, andthen create anelectronic storybook retelling in theirown words, topresent to the class.


31/63

V. Summary of Results of Small Group Evaluation:

The results of the formative small group evaluation were as follows: The low level students required extensive teacher support in answering

Reading Task Card questions and completing their exit tickets, graphicorganizers, summaries, and Blooms Taxonomy responses. They were veryengaged with this novel and enjoyed the amount of action and thereferences to fairytale characters. They also enjoyed learning about theGrimm Fairytales, how they originated, and why the author chose to includethem as part of the story line.

The mid-level students were able to complete all assigned tasks with minimalteacher assistance. On several occasions, during my running recordobservations, they made many extended text-to-self, text-to-text, and text-to-world connections and expanded the discussion and summaries, suggestingadditional content to include.

The high level students were able to proficiently complete their tasksindependently, and the assigned work was sufficient to keep them engagedfor the entire reading block. They also were very engaged by the story line of Gossemer and the challenge of participating in lengthy book talks where theyshared opinions and contemplated the meaning of the characters and howthey developed. They very much enjoyed creating their culminating project.

The level of difficulty of the tasks was very accurate at each of the threelevels, providing the teacher accounted for and expected to provide asignificant amount of prompting, probing, answer prompting and coaching tothe lowest group.

VI. What I learned

There was a fair amount of work that went into selecting these novels, planning theinstruction, including the pacing and observational assessment. Finding engagingand diverse guided reading activities and methods for students to demonstratecomprehension required extensive research and planning. However, whenevaluating the results and the projects and tasks completed by the students, thelevel of engagement in their reading, and the quality of their performance on alltasks, I found that this was much more relevant in improving their reading andmastering their grade level objectives than using the basal reading series that isprovided to our grade level. I will design many more of these for the students.

I also learned that heterogeneously grouping the middle and higher groups wouldbe very productive and helpful in challenging those middle level students to reachthe higher level. In future grouping, I will consider heterogeneous grouping whichwould also allow for a fourth novel to be implemented into the study.


32/63

Instructional Design Report #3

I. Revisions Since Report #2:

The primary revisions to this instructional design report that have taken place sinceReport #2 are the one-to-one formative assessment, small group formativeassessment and the reflective responses to each. In addition, there are additionalmaterials and activities, as well as changes to student grouping that will beimplemented in the next study. Those are described in more detail at the end of thisreport.

II. Instructional Analysis & Report #2

Learning Objective: Task/Condition: Proficiency Goal at End of Study:

LA5212 locate andanalyze the elements of plot structure, includingexposition, setting,character development,rising/falling action,

problem/resolution

Note-taking toidentify elements

Summarizingelements & howthey contribute toreadersunderstanding of story

Reading responsetask cards toanswer questionsto demonstratecomprehension of plot structureelements

Role-plays of characterdevelopment

Charts/comicstrips to showcharacter

development Making inferences Visualizing events Predicting story

events


High Quartile: 90% Low Quartile: 70%

or as defined byIEP


33/63

LA.5.2.1.7:Identify andexplain an authors useof descriptive, idiomatic,and figurative language

read novel thatuses figurativelanguage

recognize use &type

recognize how theuse of f.l.contributes to mainidea, authorspurpose, createsmood, etc.

leveled

combination of cooperative readinggroups & sustainedsilent reading

identify & describespecific examples of f.l. using responsetask cards


High Quartile: 80% Low Quartile: 70%

or as outlined in IEP

LA.5.1.7.5 The student will identify the text structure an authoruses (e.g.,comparison/contrast,cause/effect, sequenceof events) and explainhow it impacts meaningin text

Noting details Group discussion Reading task card to

answer questions todemonstratecomprehension of text structure

Making inferences Exit Tickets

Middle 50 th percentile: 80%High Quartile: 90%

Low Quartile: 70% or asdefined by IEP

LA.5.1.7.2 The student willidentify the authorspurpose (e.g., to persuade,inform, entertain, explain)



Low Quartile: 80% or as


34/63

and how an authorsperspective influencestext ;


Noting details

defined by IEP

LA.5.1.7.2 The student willidentify the authorspurpose (e.g., to persuade,inform, entertain, explain)and how an authorsperspective influencestext ;



Noting details



LA.5.1.6.3 - The studentwill use context clues todetermine meanings of

unfamiliar words.

Readingsurroundingwords/ sentencesto determine

meaning



LA.5.1.7.3 - The studentwill determine the mainidea or essential messagein grade-level text throughinferring, paraphrasing,summarizing, andindentifying relevantdetails.

Making inferencesbased on context clues & backgroundknowledge

Summarizing story Noting important

details to identifymain idea

Cooperativediscussions

Middle 50 th percentile:85%High Quartile: 95%Low Quartile: 75% or asdefined by IEP

Assessments: Reading Response Task Cards: completion with 80% accuracy Written summaries with adequate details to support inferences made and

story elements identified Group charts, graphic organizers, etc. will be assessed for completeness,

accuracy of details Informal observation of student participation and ability to respond orally as

well as in writing to comprehension questions Exit tickets will be assessed for accuracy, detail and ability to demonstrate

mastery of content IFC Assessments given weekly to assess mastery of standards Student journal entries assessed for accuracy and sufficient detail to explain,

summarize, etc


35/63

III. Instructional Sequence & Strategies:

The flowchart below provides a plan for instructional strategies that will be usedover the span of 4 weeks while this unit is implemented. These strategies willsupport teaching the objectives listed above, with explicit direct instruction, readalouds to whole group, guided practice in implementing the skills and strategiesrequired for the students to meet the objectives listed. It also includes independent and group practice of the skills and strategies to demonstrate mastery.

IV. Preinstructional Activities:

Benchmark Testing: Students have been given three formal assessments of Reading Benchmark Testing through Discovery Education. Data from theseassessments has helped the teacher identify areas of weakness and lack of mastery of specific reading objectives.

Informal Observation: Regular informal observations have been conductedweekly during guided reading time with each student and group of students.During guided sessions, teacher has modeled objectives for the students,then engaged them in working through the objectives independently, whileasking questions to identify strengths and weaknesses as well as level of mastery of objectives.

Week 1:

Main Idea : model noting details; read aloud, cite details, engage students inguided practive making inferences and predictions based on context

clues/background knowledge; then apply to independent/group reading Text Structure : whole group discussion and read aloud to help studentsidentify text structure and then apply to independent/group reading

Week 2

Descriptive/Figurative Language Read aloud and engage whole group with stories that use personification,metaphors, similes, idioms daily; guided practice identifying & defining eachthen apply skill during inepenent /group reading with assigned task cards &response activities

Week 3 & 4:

Author's Purpose & Perspective: read aloud & engage whole group indiscussion of main idea as previously identified; model using knowledge of main idea and context clues to make inferences about author's point of view;provided guided practive in identifying author's point of view and purposerequiring the students to provide explicit details from story to support theiranswers; then apply skill to independent / group reading activities

Plot Structure: read alouds, guided practice identifying plot structureelements then apply skill to independent/group reading tasks


36/63

Formal Assessments: formal reading assessments of literature read in classhave been administered. The data from these has been used as an additionalmeasure of student mastery of objectives.

D.R.A. Assessment: teacher has conducted three sessions of D.R.A.assessment on each child to identify their independent and instructionalreading levels, in order to group students homogeneously andheterogeneously for various activities, and to identify where most assistanceand scaffolding is needed.

IEPs: Students with Individual Education Plans have specific modificationsand accomodations listed on the IEP which helped inform the teacher of learning needs.

One-to-One Formative Assessment: (below) Small Group Formative Assessment; (below)

Learner Interviews and ongoing conversations helped the teacher identifystudent apprehensions about reading, as well as what materials they have ahigh interest in.

Teacher Read Alouds: teacher read alouds from texts which researchindicates illicit a high level of engagement were used to peak interest fromstudents. Texts included A Series of Unfortunate Events book, Diary of aWimpy Kid, and poetry from Shel Silverstein.

Cereal Box Book Reports: students were allowed to create cereal box book reports from a book of their choice and present them to the class. Thisallowed for a lot of individuality and sharing of favorite things.

Create Your Own Diary: An activity packet of Create your own Diary of aWimpy Kid was used as a reading activity to increase student motivation.

Promethean Planet: interactive reading activities from Promethean Planet were used, as well as mini laptops and Kindles during reading time.

V. Practice & Details / Lessons to Teach Objectives:

Week 1: Main Idea: Readers Workshop to include I do, we do, you do activities

o I do (D.I) read aloud modeling monitoring, predicting and inferringto identify main idea *daily

o We do ( guided practice ) students are called upon during readaloud to make inferences & predictions citing explicit context cluesused to make these

o You do ( independent/group reading ) students read in leveledgroup from assigned novel applying skills to identify main idea, usingsticky notes to note important details, make predictions and


37/63

inferences based on context clues; journals to summarize main ideaafter reading, Grade 5 reading task cards to be used to answercomprehension questions on main idea. Task cards ask explicit questions, at varying levels, for students to answer to demonstratemastery.

Text Structure: I do, we do, You do activities: o I do (D.I.) read aloud sample passages with v ariety of text

structures stopping to model how to identify type of text structure (cause & effect, compare/contrast, etc.)

o We do ( Guided Practice ) whole group helps to identify text structure of silent reading passages/ paired reading passagesusing context clues and class discusses/ clears misconceptions

o You do ( independent/group reading ) apply skill by notingdetails that support text structure identified; explain in readingresponse with thorough summary and specific context cluescited.

Week 2: Descriptive/Figurative Language: Readers Workshop to include I

do, We do, You do activitieso I do (D.I.) read aloud from text using personification, similes,

metaphors & idioms, stopping to model identifying each o We do ( Guided practice ) use of promethean board and

sample reading passages from Promethean Planet to engagestudents in helping identify types of descriptive language andhow they contribute to mood or theme of passage

o You do ( independent/group reading ) students will noteexamples of figurative language used in their novels thencreate a chart of figurative language samples, type and themood or theme created by them at various parts of thestory; some groups will create an additional page or chapterand implement use of figurative language in their additions.

Week 3: Authors Purpose/ Perspective: Readers Workshop I do, we do,

you do activities: o I do (D. I.) read aloud from text and model making inferences

based on story clues to identify authors point of view about topic/main idea (familiar text to students) and authorspurpose for writing, citing explicit details to support

o We do ( guided practice ) use promethean board andpromethean planet flip chart to engage students in helpingidentify authors pers pective and purpose of a text usinginferences, context clues and explicit details; (flipchart Context Clues Grades 3 -5)


38/63

o You do ( independent practice ) students note details tosupport their inferences about authors perspective andpurpose and use these to complete group and independent response tasks; Examples of tasks:

Group 1: will use netbooks to research allusions used incharacter development by Lemeny Snicket. Theyidentify the historical figures characters are namedafter, and what these figures are famous for. They must make connections between the personalities of the book characters and the historical figures and identifyAUTHORS PURPOSE for choosing each with specificstory details and inferences to support this.Group 2: Character sketches using character sketchgraphic organizers and listing specific character traits of the book characters and mythological creatures and thesimilarities and differences which identify the reasonthe author had for using these characters (creatures)Group 3: use netbooks to research breeds of owlsmentioned in the text and the characteristics of eachbreed; create a table and include the names of the owlsin the book under each breed/type. Make inferencesusing story details and context clues and list the reasonsthe author probably had for making each owl characterin the book the specific type owl he/she is.Group 4: Guided reading using sticky notes to noteimportant details and make inferences about charactersand story events, with coaching and clues provided byteacher; also examine Grimms Fairytale books andinternet information to make connections to the titleand story events that provide clues about why theauthor chose these. Students will create a group posterwith charts and tables of c haracters in Grimmsfairytales and in the text, and make connections, listingsimilarities between them and make inferences as towhy author chose them.

Week 4: Plot Structure: Readers workshop I do, we do, you do activities

o I do (D.I.) thr ough daily read alouds identify variouselements of plot structure and model use of context clues,explicit information and inferences to identify

o We do ( guided practice ) using a familiar text we have readaloud from and all students have read independently from theseries (Diary of a Wimpy Kid), guided practice identifying allplot structure elements using context clues & inferences


39/63

o you do ( ind/group practice ) students will apply skills toidentify plot structure elements as assigned and produceindependent and group assignments to demonstrate mastery;they will use sticky notes and stop every 2 pgs to identify plot structure elements and note them; after reading, they will usetheir sticky notes to write short summaries explaining theelements identified AND THE CONTEXT CLUES that support them.

Assessments will be both formative and summative, and are listed in detail underInstructional Objectives. Feedback will be provided with formative ongoingspecific praise during informal observation and guided practice, as well as duringquestioning used during all Direct Instruction. In addition, student summaries,journal entries, task card responses and exit tickets will receive written feedback with specific notes to clear misconceptions and recognize mastery, growth andachievement. Written work and IFC Assessments will be graded in student gradebook, and ability to demonstrate mastery through orally responding tocomprehension questions will be noted as participation grade as well.

VI. One-to-One Formative Assessment:Learners:

The learners involved in the study are fifth grade students in a public charter schoolin Jacksonville, FL. Prior to the implementation of this differentiated novel studyinstructional plan, an Instructional Design Report was created, outlining the dataused to identify the instructional need, current independent and instructionalreading levels of all learner participants, specific goals and objectives for instructionand student achievement, instructional strategies and materials to be used, and aplan for evaluating learner mastery of objectives after instruction.

For the one -to- one formative evaluation, two students from each of the lower,middle and high level groups were selected. They participated in explicit one-on-one instruction with the teacher and were given differentiated reading and post -reading tasks to complete to demonstrate mastery of objectives defined.

A. Materials:

2 copies of each of the novels being used Series of Unfortunate Events #8 for read aloud Character Development Graphic Organizer Plot Structure Elements Across Texts matrices post-it notes Large index cards for exit tickets


40/63

Novel Study Project Rubric Reading Task Cards

B. Procedures:

On alternating days during Readers Worksh op, I pulled individual students fromeach of the levels of groups to read to/with me one-on-one and completedifferentiated reading tasks during and after reading. The two objectives to bemastered are defined in the table below, along with the differentiated task assignments that were given to the students to complete.

Before beginning any instruction in this novel study, all students were given a rubricdefining story elements and reading skills & strategies, along with task descriptionsfor the students to review before and throughout the novel study, and to turn inwith their final packet. We went over the rubric in detail to insure that theyunderstood the expectations of each category and assignment if they wished toreceive full credit.

C. Objectives, Explicit Instruction & Learner Tasks:

Objective: Intructional Strategies: Learner Tasks:LA5212 locate andanalyze the elements of plot structure, includingexposition, setting,character development,rising/falling action,problem/resolution

Teacher will activatebackround knowledge bydiscussing/questioningstudent about elements of plot structure and what part of the story each isfound in and context cluesthat help reader identifyeach.Teacher will read aloudfrom A Series of Unfortunate Eventsstopping frequently toengage student in helpingidentify plot structureelements & note on stickynotes.Student then reads aloudto teacher fromdifferentiated novel,stopping every 3-4 pages(depending oncomprehension & readinglevel of student) to note

After reading & notingdetails, student will useReading Task Card todemonstrate ability toidentify plot structureelements by answeringquestions and providingdetails to support answers.* Lowest Level Student:select 3 of the questions toanswer thoroughly;teacher provides coachingand guides student through noting accuratedetails/context clues andthen also through usingthem to answer questions;*Mid-Level Student:select 5-6 questions toanswer thoroughly usingsticky notes of detailsnoted while reading thencomplete EXIT TICKET


41/63

details/clues of plot structure elements.

with short summary of elements identified and aprediction of one or twonot yet read (eg:problem/resolution)*Highest Level Student:answer questions on task card independently, thencomplete first section of Plot Structure ElementsAcross Texts matrix

LA.5.1.7.3 - The student will determine the mainidea or essentialmessage in grade-leveltext through inferring,paraphrasing,summarizing, andindentifying relevant details.

Teacher will activatestudents backgroundknowledge about what themain idea of a story isthrough discussion andreviewing stories the classhas previously read &having the student explaintheir main idea, clearingmisconceptions duringdiscussion. Next, theteacher will remind thestudent how makinginferences is sometimesnecessary in reallyidentifying a storysessential message aswell as charactersfeelings, disposition, etc.Next, teacher will modelmaking inferences about the characters and eventsand how they helpsupport and define thestorys main idea whilereading aloud from ASeries of UnfortunateEvents, stopping every 2-3pages to ask high orderquestions about main ideaand guide student throughmaking inferences (orhave them do soindependently depending

*Lowest Level Student:will read aloud to teacherstopping every 1/3 pg, asteacher guides themthrough using details andcontext clues to makeinferences about storyevents & characters,having student notedetails on sticky notes.After reading the assignednumber of pages, thestudent will choose threequestions from the MainIdea Reading Task Card toanswer thoroughly, usingtheir sticky notes to assist them. Teacher will guidethem through answeringthe questions and provideextra support.*Mid-level Student: willread aloud to teacher,stopping every 1-2 pagesto make inferences about story and characters,noting on sticky notes.After reading, student willuse these to answer allquestion on Main IdeaReading Task Cardthoroughly and write a 2paragraph summary about the inferences they made


42/63

on level of student), andnote these on sticky notes.After reading, student andteacher will recap what was noted and student will completedifferentiated post-reading task todemonstrate mastery.

and the specific context clues that helped them tomake them, and includethe main idea in theirsummary.*High Level Student: afterreading aloud to teacherfrom A Series of Unfortunate Events,stopping every 3-4 pagesto independently noteinferences on sticky notes,student will fill in part 2 of matrix, identifyingsimilarities & differencesin main idea, charactersand story elementsbetween the 2 texts.

D. Results of Formative Evaluation:

The results of the formative one-on-one evaluation were as follows: The low level students required teacher support in answering Reading Task

Card questions and completing their exit tickets. One student completedadditional questions on Reading Task Card.

The mid-level students were able to complete all assigned tasks with minimalto average teacher assistance. One student completed and expanded uponwhat was assigned.

Documents

Instructional Design Report