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Identification Learning Problem

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Instructional Design

Jamie Harris
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Identification of Learning Problem

Target Audience
The primary audience is composed of male and female students. The students’ age

range is from 8 – 9 years old. The students are in the third grade.

Goal of my instruction
Students will be able to demonstrate their comprehension skills by creating a story map

from the story they read.

Problem
My school received the test results from Georgia Milestone. Even though this year my

county didn’t count the test but our school still used the data to guide teachers on what the

students need help in. The majority of the students received a low score in reading. Estimate of

85% of the students failed reading. After looking closely at the data the number one area the

students failed was comprehension. The school received a bad rating because of the test score.

So I would like to focus on what I can do to improve comprehension skills so that students will

be successful when they take the Georgia Milestone Assessment.

Needs Assessment
● Weekly reading passage with comprehension question.

● Weekly DI.B.E.L.S (progress monitoring tool that keeps track of students’ progress).

This tool also offers resources to the teacher to better assist the students’ needs and

resources for parents.

Learner Analysis

Include general characteristics of the target learners.

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The age range from 8 -9 years old. The percentage of students based on gender is 70

percent male and 30 percent female. The students attend school in an urban area. The school is a

Title 1 school. The majority of the students come from a low income base household with one

parent. Also, the access to the Internet is limited. At my school have the following nationality

80% African American, 5 % non-Hispanic; 3% Asian/Pacific Islander, and 7% Hispanic.

Include typical entry characteristics.

Students will have the basic reading skills: letter sounds, read from left to right, blending

words, fluency skills, context clues, and vocabulary skills. Students must enjoy reading different

genres.

Include typical academic information

Students will be given a pre reading comprehension test. After several weeks of teaching

the students reading comprehension skills the teacher will administer a post reading

comprehension skills test. The results from the post test will let the teacher know if the students

master the goal.

Include information relevant to social characteristics, cultural information, and disabilities

I want to focus on motivation and attitude toward reading. I want to start with an easy

passage for the students to read with easy questions to answer. This will build their confidence

and increase their motivation. As the lesson progress the reading passages and questions will get

harder.

I have students that come from different background so I will make sure to select bias-

free materials and alternative resources if needed. The teacher will do the following during the
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lesson: direct instruction, modeling, guided practice, independent practice, and small group

instruction. Teacher will get the students involve through conversation.

The students with disability will have the necessary accommodation when doing the

activity online. For example, if a student’s I.E.P requires that he has the materials read to him

and extra time to complete the assignment I would make sure the design meet his needs. Also, if

a student is blind the program will read the material and special keyboard to enter his answer.

Task Analysis

Type of task analysis

The type of task analysis that I will be using is the content analysis. After reading the different

types of task analysis the content analysis fits my instruction the best. My online instruction

includes information that will help learner be successful in reading.

Subject Matter Expert

The person who will serve as subject matter expert (SME) will be me (Jamie Harris). The reason

why I think I am qualified to serve as a SME is because I have four years of teaching experience

and I have an endorsement in reading.

Complete content analysis

Learner will click start to watch a video on reading

strategies and tips.

Video Part One – Graphic Organizers (K-W-L

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Video Part Two – Vocabulary; Context Clues

Video Part Three – Reading Strategies (Making

Connections, predicting, questioning, monitoring,
summarizing, visualizing)

Tips and additional resources (links to websites)

Learner will click finish to end the session.

Instructional Objectives

Cognitive Domain

● After viewing a video on how to analyze and answer comprehension questions, the

learner will be able to demonstrate their mastery of comprehension skills by practicing

answering questions from a passage.

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● After watching the instructional video, students will read a story that is provided and

create a story map to demonstrate their comprehension skills.

Assessment

Background Information

Students will go online to take the assessment. There will be three different reading levels

of the same story online. For example, struggling readers will read the same story as the on

level readers except their words will be modified. After the students read the story they will

create a story map. The students must include the following in their story map: main idea,

setting, characters, summary (beginning, middle, end), and define three words from the story

that they didn’t understand and use the words in a sentence).

Task:

Students will read a nonfiction story that is provided. After reading the story students will create

a story map.

Standard:

ELAGSE3RL1

Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text

as the basis for the answer

ELAGSE3RI2

Determine the main idea of a text; recount the key details and explain how they support the main

idea.

ELAGSE3RI8
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Describe the logical connection between particular sentences and paragraphs in a text (e.g.,

comparison, cause/effect, first/second/third in a sequence)

ELAGSE3L2

Demonstrate command of the conventions of Standard English capitalization, punctuation, and

spelling when writing.

Rubric

Beginning Learners do Developing Learners Proficient Learners Distinguished Learners

not yet demonstrate demonstrate partial demonstrate proficiency demonstrate advanced
proficiency in the proficiency in the in the knowledge and proficiency in the knowledge
knowledge and skills knowledge and skills skills necessary at this and skills necessary at this
necessary at this grade necessary at this grade grade level/course of grade level/course of
level/course of learning, level/course of learning, as learning, as specified in learning, as specified in
as specified in Georgia’s specified in Georgia’s Georgia’s content Georgia’s content standards.
content standards. The content standards. The standards. The students The students are well
students need substantial students need additional are prepared for the next prepared for the next grade
academic support to be academic support to grade level or course and level or course and are well
prepared for the next ensure success in the next are on track for college prepared for college and
grade level or course and grade level or course and and career readiness. career readiness.
to be on track for college to be on track for college
and career readiness. and career readiness.
Range A student who achieves at A student who achieves at A student who achieves at A student who achieves at
the Beginning Learner the Developing Learner the Proficient Learner the Distinguished Learner
level tends to read and level tends to read and level reads and level reads and comprehends
comprehend comprehend informational comprehends informational texts and
informational texts and texts and literature of low- informational texts and literature of high complexity
literature that do not meet to-moderate complexity literature of moderate-to- and is meeting and often
the demands of grade and sometimes struggles to high complexity and is exceeding the demands of
level texts that would meet the demands of grade meeting the demands of grade level texts that clearly
signal this student is on level texts that would grade level texts that signal this student is on track
track for college and signal this student is on signal this student is on for college and career
career readiness and track for college and track for college and readiness.
requires substantial career readiness and career readiness.
instructional support to requires some instructional
improve reading skills. support to enhance reading
skills.
3.RL.1 Answers simple questions Answers questions to Asks and answers Asks and answers complex
to demonstrate demonstrate understanding questions to demonstrate questions to demonstrate
understanding of texts. understanding of texts, understanding of texts,
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of texts, referring to texts referring explicitly to referring explicitly to texts as

as the basis for answers. texts as the basis for the basis for answers.
answers.
3.RI.2 Identifies explicitly stated Determines simple main Determines main ideas of Determines implicitly stated
main ideas of texts and ideas of texts and texts and recounts key main ideas of texts and
identifies details that identifies key details that details and explains how recounts key details and
support main ideas. support main ideas. they support main ideas. explains how they support
main ideas
Identifies basic Identifies logical Describes logical Describes intricate
3.RI.8 connections between connections between connections between connections between
particular sentences (e.g., particular sentences and particular sentences and particular sentences and
comparison, cause/effect, paragraphs in texts (e.g., paragraphs in texts (e.g., paragraphs in texts
first/second/third). comparison, cause/effect, comparison, cause/effect, (e.g., comparison,
first/second/third). first/second/third). cause/effect,
first/second/third)
using textual evidence.
3.L.2 Capitalizes some simpler Uses conventions of Demonstrates a command Demonstrates a strong,
words in titles, uses some Standard English of Standard English sophisticated command of
commas in addresses, and capitalization in titles and capitalization in titles, Standard English
spells some high- commas in addresses, commas in addresses, capitalization conventions
frequency words spells high-frequency commas and quotation in titles, commas in
correctly. words correctly, and uses marks in dialogue, and the addresses, commas and
common spelling patterns use of possessives; spells quotation marks in dialogue
when writing unknown high-frequency words possessives; spells most
words. correctly; uses spelling words correctly; and uses
patterns in writing spelling patterns when
unknown words; and writing unknown words and
applies spelling when adding suffixes,
generalizations when including the use of intricate
adding suffixes. irregularly spelled words.

https://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/Georgia-
Milestones-ALD.aspx

Teacher will use this rubric as a guideline to make sure the students met all the requirements for

the assessment.

Reading Selection – Approaching -level readers

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Reading Selection – On-Level Readers

https://catalog.mcgraw-hill.com/repository/private_data/DOC/50000278/1/88.pdf#page=41

Content Sequencing and Instructional Strategies Assignment

Sequence Description Objective

1 Describe how to analyze and 1

answer comprehension
questions

2 Demonstrate how to 1
answering questions from a
text provided

3 Demonstrate how to create a 2

story map to include: (main
idea, setting, characters,
summary (beginning, middle,
end), and define three words
from the story that they didn’t
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understand and use the words

in a sentence).

Expands on each strategy table

Performance
Content
Recall Application

Students will remember the rules/strategies Students will practice

Fact
when answering questions after reading a answering questions after
passage. reading a passage.
Students will remember what the following Students will be able to
Concept
words mean: main idea, setting, characters, recognize the main idea,
summary setting, characters, and
summarize the story
n/a Have the students to complete
Principles and
a story map
Rules
n/a After viewing the video,
Procedure
students will complete a
practice round. They will read
a passage and answer
questions.
n/a Students will watch a video of
Interpersonal
a person reading the passage
and going through the steps to
answer the questions and
complete a story map.
n/a Provide students opportunity
Attitude
to practice the skills that was
presented to them.

Differentiate Instruction
Students will receive a reading passage and story map based on their reading level. For

example, on level reading will have a passage with more words and their story map will only

have labels. The students who are on approaching reading level will receive a passage with fewer

words than the on level readers. The approaching level readers will have the same questions as

the on level readers but it will just be worded differently. Also, the story map will have the

definition for each label. For example, on the story map will have the word setting and states that
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“setting mean where the story takes place”. In addition, students who have an I.E.P that requires

for the passage and questions to be to read to them will receive a recording of someone reading

the passage, question, and story map or someone will read it to them.

Instructional Design Summary

Gain the Attention of your I would probably play a video

learners
of a student struggle with

reading a passage. The screen

will say” Do you struggle with

understanding what you read?

Would you like to read

information and understand

the passage? Well, this tutorial

will help you achieve this

goal.”

Inform the learns of the ● After viewing a video

objectives
on how to analyze and

answer comprehension

questions, the learner

will be able to

demonstrate their

mastery of

comprehension skills
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by practicing

answering questions

from a passage.

● After watching the

instructional video,

students will read a

story that is provided

and create a story map

to demonstrate their

comprehension skills.

Activate prior relevant prior A video or slide that show

knowledge popular books or familiar

pictures with words on it that

students can relate.

Deliver content to your The delivery of the content

learners will be PowerPoint that

includes videos on certain

slides. It will also include

reading passages and story

maps.
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Explain how you will I will provide instant

provide feedback to your feedback. For example, if a

learners student answers the question

incorrect the program will let

them know. It will also

explain the reason the answer

was incorrect.

Explain how differentiation The differentiation is based on

and Universal Design for the student reading level.

Learning are incorporated After the student selects their

in your design. reading level they will be

given a passage to meet their

needs. Also, students will

receive a modify graphic

organizer(story map)

Sequence Description Describe learning activity &

assessment & how it map to
objectives

1 Describe how to analyze and Students will practice analyze

answer comprehension answering comprehension
questions questions during guided
practice. During independence
practice students will read a
passage on their reading level
and demonstrate their
understanding of analyzing
and answer comprehension
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questions. This activity will

support objective #1

2 Demonstrate how to Students will practice

answering questions from a answering questions during
text provided guided practice and
independence practice. This
activity will support objective
#1

3 Demonstrate how to create a Students will watch a video on

story map to include: (main how to create a story map
idea, setting, characters, from a passage. Students will
summary (beginning, middle, demonstrate their
end), and define three words understanding of how to create
from the story that they didn’t a story map during
understand and use the words independence practice. This
in a sentence). activity will support objective
#2.

Formative Evaluation Plan

The subject matter expert who will be able to serve as an expert reviewer for the

instruction that I develop is an I.S.F (instructional site facilitator). The SME has over 10

years of teaching experience. This person also has a reading certificate which means that this

person knows what reading strategies will be effective for different students.

Survey for Expert Review

Rate each section using a scale 1 – 5 (1

disagree , 2 somewhat disagree, 3
neutral, 4 somewhat agree, 5 agree)

1. The content is appropriate for the learner 1 2 3 4 5

2. The material demonstrate accuracy 1 2 3 4 5

3. The instruction is done in completeness 1 2 3 4 5

4. The instruction is usability to the learner 1 2 3 4 5

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5. The instruction is appealing to the 1 2 3 4 5

learner

6. Please provide any suggestion on how to

improve the instruction.

Survey for Test Audience

Rate each section using a scale 1 – 5 (1

disagree ,2 somewhat disagree, 3 neutral,
4 somewhat agree, 5 agree)

1. Usability of the material is good 1 2 3 4 5

2. The appeal of the material is good 1 2 3 4 5

3. The time require to complete the 1 2 3 4 5

instruction is good

4. Please provide suggests on how I can

make the instruction better.

If you select disagree or somewhat

disagree for any of the question above
please explain why you disagree and how I
can improve in that area.