Instructional Strategy€¦ · Web viewID Project Final Report. Betty K. Spiers. [email protected]. July 13, 2015 . Need for Instruction. The learning need is additional instruction

ID Project Final Report

Betty K. Spiers

[email protected]

July 13, 2015

1. Need for Instruction

The learning need is additional instruction on English SOL 3.4g of the Virginia Standards of Learning: the student will use word reference resources including the glossary, dictionary, and thesaurus. This need will target a group of 3rd grade students that scored below 70% on a benchmark English test.

2. Goal Statement

Following the instructional program, students will be able to effectively utilize guide words in a dictionary, glossary, and thesaurus.

3. Learning Domain

My goal of locating an entry word using guide words fits into the intellectual learning domain because learners are required to perform a cognitive activity using the skills of making discriminations, forming concepts, applying rules, and solving problems. As students work on this cognitive activity, it allows for the learner to manipulate a symbolic skill in a real world problem.

4. Instructional Analysis

Completed Instructional Analysis Flowchart

5. Target Population

This target group of students consists of 3rd graders that need additional instruction on using guide words effectively. The students have entry skills of knowing and ordering the alphabet and putting words in alphabetical order. They also have prior knowledge in using a dictionary and glossary. Overall the students have a good attitude towards learning the skill. They view using the actual reference source more important than answering guide word questions on a test. Each of these students is capable of learning the information. Some of the learning group receives additional tutoring through Title I on a daily basis. All of the students prefer hands-on activities and enjoy using technology integration when learning. Each of these students has a positive attitude and there are no diversity issues that need to be handled.

mailto:[email protected]

6. Performance and Learning Contexts

As the performance context is examined, it is important to conduct and include several features in the instructional plan. It is important to have managerial support as students show progress and mastery with the skill. Currently, this support can come from librarians and classroom teachers. It is also critical to include the physical aspects of the various sites this skill be used in such as a library or an office building. Finally, the information for the performance context will be obtained by visiting office buildings and libraries. During these visits, observations and interviews with employees will need to be conducted so information can be gathered on how they perform their job using these skills.

The site that will be used to conduct instruction for the learning group consist of one classroom on the same hall as the students’ classroom. The room is adequate in size for the number of students, as well as, sufficient to handle the equipment and the type of activities students will be involved in. There is enough equipment such as laptops and iPads for each student. Scheduling is not a problem since the reading tutor will be conducting instruction during the regular tutoring time frame for each of the classrooms. The room was evaluated by the tutor and the classroom teachers to determine if there needs to be any changes. The only beneficial suggestion was to have a labeled file cabinet available with labeled files so students could carry their guide word knowledge into a real world problem.

7. Skills, Objectives, and Assessment Items

Skill Objective Assessment ItemGuesstimate the location of the entry words in the reference source using the first letter of the given word.

1 - Objective: Given a reference source, identify if the given word is located at the beginning, middle, or end of the book. Learner should correctly determine the location 80% of the time.

Take a look at the provided thesaurus. Would the word “violin” appear on a page at the beginning, middle, or end of the thesaurus?

Open the reference source to the approximate location of the given word.

2 - Objective: Using a reference source, open the book to the general location of the given word. Learner should correctly open to the approximate location 80% of the time.

Take a look at the provided dictionary. Open the dictionary to the approximate location of the word “mammal”?

Does the word fall been the guide words on the page?

3 – Objective: Given a word on a reference source, identify if the given word is located on the reference source page. Learner

Take a look at this page in the dictionary. Does the word “delightful” appear on this page?

should correctly determine the location of the word on the page for 80% of the of the time.

Use knowledge of alphabetical order to locate the given word.

4 – Objective: Given a word and a reference source, use alphabetical order to locate the given word on the page. Learner should correctly locate given words 80% of the time.

Take a look at this page in the dictionary. Think about what you know about alphabetical order. Can you locate the word “tasty” on the dictionary page?

Using ABC order knowledge, either turn the pages forward or backwards.

5– Objective: Given a word and reference source, state if you need to turn the pages forward or backwards from the current location to locate the given word. Learner should correctly perform turning the pages either forward or backwards to move to the correct page 80% of the time.

Test Item 1:Take a look at this page in the dictionary. Think about what you know about alphabetical order. Do you need to turn the pages forward or backwards to locate the word “juggle”?

Put words in ABC order according to the first, second, or third letter of each word.

4.1 – Objective: Given a group of words, list words in alphabetical order according to first, second, or third letter of each word. Learner should list all words in correct alphabetical order.

Take a look at the following words. Think about what you know about alphabetical order. Put these words in alphabetical order. Words: price, raccoon, mother, practice, money, random, posed, minute, ponder

Know that guide words are located at the top of the dictionary, glossary, or thesaurus page.

3.1 – Objective: Given a reference source page, identify guide words at the top of the page. Learner should identify the location of the guide words 80% of the time.

Take a look at the provided thesaurus. Use the thesaurus to locate the guide words.

Know that guide words are the first word and the last word that are located on a page.

3.2 – Objective: Given a reference source page, identify how the guide words are arranged on a page. Learner should identify that guide words are the first and last word on a page 80% of the time.

Take a look at the provided dictionary. Use the dictionary to identify how the words are arranged on a page.

Know that entry words on the page are between the guide words.

3.3 – Objective: Given a reference source page, identify entry words

Take a look at the provided dictionary page. Use the page to

that are between the guide words on a page. Learner should identify entry words on the page are between the guide words 80% of the time.

identify how the entry words are setup according to the guide words on the page.

Instructional Goal: Following the instructional program, students will be able to effectively utilize guide words in a reference source such as a dictionary, glossary, and thesaurus.

Terminal Objective: Given a reference source, determine the page that a given word would appear on by using the guide words on each page. Learner should locate the correct page using the guide words at least 80 percent of the time.

Take a look at the provided dictionary. Using the guide words, what page would the word “manipulate” appear on?

8. Instructional Strategy

Sequence and Clustering of Objectives

CLUSTER OBJECTIVES TIME1 3.1 – Given a reference source page, identify guide words at the

top of the page. Learner should identify the location of the guide words 80% of the time.3.2 – Given a reference source page, identify how the guide words are arranged on a page. Learner should identify that guide words are the first and last word on the page 80% of the time.3.3 – Given a reference source page, identify entry words that are between the guide words on a page. Learner should identify entry words on the page are between the guide words 80% of the time.

40 minutes

2 4.1 – Given a group of words, list words in alphabetical order according to first, second, or third letter of each word. Learner should list all words in correct alphabetical order.

40 minutes

3 1- Given a reference source, identify if the given word is located at the beginning, middle, or end of the book. Learner should correctly determine the location 80% of the time.2 – Using a reference source, open the book to the general location of the given word. Learner should correctly open to the approximate location 80% of the time.3 – Given a word on a reference source, identify if the given word is located on the reference source page. Learner should correctly determine the location of the word on the page for 80% of the time.

40 minutes

4 4 – Given a word and a reference source, use alphabetical order to locate the given word on the page. Learner should correctly locate given words 80% of the time.5 – Given a word and reference source, state if you need to turn the pages forward or backwards from the current location to locate the given word. Learner should correctly perform turning the pages either forward or backwards to move to the correct page 80% of the time.

2 – 40 minuteblocks

Preinstructional, Assessment, and Follow-Through Activities

PREINSTRUCTIONAL ACTIVITIESMotivation: Students will walk into the classroom where a set of dictionaries and thesauri are on a table. As each student takes a seat at another table, I begin to present them with a “problem” I are having. “I am reading this great book about elephants. I love elephants and really want to learn more about them. The problem is I have come across several words that I do not know what they mean. It is really making it hard to understand what I am reading since I don’t the meaning of these words. Has this every happened to you before? Do you have any ideas of what I can do to help take care of the problem? Students will share similar situations and ways of solving the problem by using a dictionary. After determining that using a dictionary would help solve the problem, each student and the teacher will get a dictionary from the table. This will lead into the instruction of objectives 3.1, 3.2, and 3.3. Motivation will be maintained through the instruction as each student will use the dictionary. In addition, as the group talks about the guide words on the pages we will use relevant words to the students in the group as a basis of where to go in the dictionary for talking about guide words.

Each component of the ARCS model is accounted for in this motivational activity. Attention will be gained as the scenario provides an opportunity to question the students by using an example that interests them. In this scenario, the teacher did not know the meaning of words while reading information about an elephant. During the activity, the teacher will ask the students for similar situations they may have faced and what they did to solve the problem. This demonstrates the relevance to the students by motivating the students to match a particular skill with a goal. As the students provide suggestions to the teacher, they will establish confidence in knowing they are offering options to solve the problem. Finally satisfaction will be accomplished as students solve the problem. Their personal success will motivate them which will lead to increased self-esteem.Objectives:Today we will be learning how to locate words in a dictionary. We will talk about how to use the dictionary and ways to make finding words quicker. How many of you like to learn how to do things in a quicker way? This is the reason we are learning how to do this…so that when we use a dictionary we can find the word we want quickly and then move on to the other things we are working on. This will be done by the teacher modeling to the students how locating a word by

using the guide words makes locating information much easier and faster. The teacher will model locating the word “huge” using the guide words and then the word “bulky” by trying to turn from page to page when in the general location of the word.

Student Groupings and Media Selection:The students are grouped in a small group setting consisting of 9 students in each group. The group consists of students that did not master the concept of utilizing guide words effectively in reference sources such as a dictionary or thesaurus.

The media selection consists of a set of various reference sources such as a set of dictionaries and a set of thesauri. The teacher is also part of the media selection.

ASSESSMENTPretest:Formal testing for entry skills will not take place, however, as we begin to talk about and use the dictionaries we will talk about the importance of knowing the order of the alphabet and how we turn pages either forward or backwards as we navigate through the dictionary to find words that begin with a specific letter. As students use the dictionary, the teacher will make informal assessments of how students are manipulating the use of the dictionary. If there is a student that is not successful, additional individual support will be provided for that student.

Practice Tests:Practice test and rehearsal activities will be on-going as students use hands-on activities throughout the instruction.

Posttest:The post test will be administered at the end of the instructional unit. Students will take an individual assessment that will be administered by the tutor. The classroom teacher will administer a group assessment to check for mastery of the skill.

Student Groupings and Media Selection:The unit test will consist of an individual hands-on assessment given by the reading tutor using a dictionary and thesaurus.The posttest given by the classroom teacher will be whole group using an online assessment tool – Interactive Achievement.

FOLLOW-THROUGH ACTIVITIESMemory Aids:Students will recall from memory the order of the alphabet that was taught in kindergarten and first grade as letters. They will also recall from memory how to put words in alphabetical order according to first, second, and third grade. Examples of memory aids that can be used by students are the various alphabet songs and rhymes that have been taught since kindergarten.

Transfer:Once students learn how to use guide words correctly, there should be 100% transfer to

individual situations of using a dictionary and instances that it will be used as they continue their education and enter the work place. Students will also talk about possible problems they may encounter with using guide words and ways these problems can be overcome. Transfer is being supported in this scenario because it is identical to a real life problem that people face as they continue their education or enter the working world. If they are able to understand and master using guide words, they will be able to transfer the performance from awareness to memory.Student Groupings and Media Selection:The students are grouped in a small group setting consisting of 9 students in each group. The group consists of students that did not master the concept of utilizing guide words effectively in reference sources such as a dictionary or thesaurus.The media selection consists of a set of various reference sources such as a set of dictionaries and a set of thesauri. The teacher is also part of the media selection.

Content Presentation and Student Participation

OBJECTIVE:3.1 – Given a reference source page, identify guide words at the top of the page. Learner should identify the location of the guide words 80% of the time.3.2 – Given a reference source page, identify how the guide words are arranged on a page. Learner should identify that guide words are the first and last word on the page 80% of the time.3.3 – Given a reference source page, identify entry words that are between the guide words on a page. Learner should identify entry words on the page are between the guide words 80% of the time.

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CONTENT PRESENTATIONContent:A deductive pattern of content presentation will be implemented as students are taught the new content through the use of the teacher, a dictionary, and a thesaurus. Following the preinstructional scenario and as the content is introduced, the teacher will explain how they will use a dictionary and thesaurus to understand how to quickly locate words through the use of guide words. The teacher will also point out the relationship of their knowledge of the alphabet and putting words in alphabetical order as being prior skills they will use as they work on this skill.

Examples:Let’s take a look at a dictionary. I will turn to page 83. As you can see, this is just one page in this dictionary. At the top of this page, there are two words. These words are known as guide words. The guide words are the first word on this page and the last word on this page. The bolded words on the page are known as entry words. If you think about what you know about “abc” order, you can see that the entry words fall between the first guide word on the page and the last guide on the page.

Student Groupings and Media Selection:The students are grouped in a small group setting consisting of 9 students in each group. The

group consists of students that did not master the concept of utilizing guide words effectively in reference sources such as a dictionary or thesaurus.

The media selection consists of a set of various reference sources such as a set of dictionaries and a set of thesauri. The teacher is also part of the media selection.STUDENT PARTICIPATIONPractice Items:Students will turn to page 78 in the dictionary. They will locate the guide words on the page followed by stating they are the first word on the page and the last word on the page. They will also state that the entry words on the page fall between the first guide word and the last guide word. This same process will be used as students turn to page 208, 451, and 678.

Following using the dictionary, students will get a thesaurus and turn to page 28. They will locate the guide words on the page followed by stating they are the first word on the page and the last word on the page. They will also state that the entry words on the page fall between the first guide word and the last guide word. This same process will be used as students turn to page 246, 371, and 524.

Feedback:The feedback should provide the student with comments about how the student performed on the activity. Feedback should be immediate and needs to be provided often. When possible, have the student make their own corrections rather than being told what is wrong. Vary the feedback in different ways such as feedback on understanding their results, feedback on understanding their correct results, critical feedback, and motivational feedback.


The media selection consists of a set of various reference sources such as a set of dictionaries and a set of thesauri. The teacher is also part of the media selection.

OBJECTIVE:4.1 – Given a group of words, list words in alphabetical order according to first, second, third, or fourth letter of each word. Learner should list all words in correct alphabetical order.

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CONTENT PRESENTATIONContent:Following a quick review of what was learned about guide words, the students will turn to page 405 of their dictionary. They will look at the entry words on the page…men, menace, mend, menorah, mental, etc. They will conclude that the words are listed in alphabetical order. This will lead into the importance of being able to put words in alphabetical order and why it is helpful in finding words in a dictionary, glossary, or thesaurus.

Since this skill is important, we are going to practice putting words in alphabetical order. You have learned how to put words in alphabetical order by the first, second, and third letter. When using a reference source, you need to use all of these skills since words in a reference source are grouped together in alphabetical order.

Examples:Let’s look at the first words on page 405: men, menace, mend , menorah, mentalAll of these words have begin with the letter “m” and are followed by “e” and “n”, so we will need to move to the fourth letter in order to place them in alphabetical order.Let’s look at another example:mesh, mess, message, messenger, messyAgain these words share the first three letters so you will need to move to the fourth letter in order to put them in alphabetical order.

Using the interactive white board, have the following words in draggable boxes so that the students can manipulate them on the screen. (They are in order here but will not be in order when displayed for the students.)Words: rib, ribbon, rice, rich, rickety, rickshaw, ricochet, rice, riddle, ride

Students will continue with another example. Put the following words in alphabetical order.wool, woolen, word, word processing, wore, work, world, worm, worry, worse


The media selection consists of a dictionary, interactive white board, Activispire ABC order word activity, Ziploc bags with word cards in each. The teacher is also part of the media selection.

STUDENT PARTICIPATIONPractice Items:Each student will receive a Ziploc back with 10 word cards. Students will lay out the 10 cards and put them in alphabetical order. Once they finish with the first, there are four additional bags for them to work putting words in alphabetical order. The list below shows the word cards in each bag.Bag 1: kabob, kabuki, kangaroo, karaoke, karate, katydid, kayak, keel, keen, keepBag 2: gibbon, giddy, gift, gig, gigantic, giggle, gild, gill, gilt, gimmickBag 3: beehive, been, beep, beeswax, beet, beetle, befall, befit, before, beforehandBag 4: tiller, tilt, timber, time, timeline, tinder, tine, tinge, tinge, tipBag 5: oral, orange, orbit, orchard, orchestra, orchid, ordeal, order, ore, organ

Feedback:

The feedback should provide the student with comments about how the student performed on the activity. Feedback should be immediate and needs to be provided often. When possible, have the student make their own corrections rather than being told what is wrong. Vary the feedback in different ways such as feedback on understanding their results, feedback on understanding their correct results, critical feedback, and motivational feedback.


The media selection consists of a dictionary, interactive white board, Activispire ABC order word activity, Ziploc bags with word cards in each. The teacher is also part of the media selection.

OBJECTIVE:1- Given a reference source, identify if the given word is located at the beginning, middle, or end of the book. Learner should correctly determine the location 80% of the time.2 – Using a reference source, open the book to the general location of the given word. Learner should correctly open to the approximate location 80% of the time.3 – Given a word on a reference source, identify if the given word is located on the reference source page. Learner should correctly determine the location of the word on the page for 80% of the time.

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CONTENT PRESENTATIONContent:Following a quick review from of guide words and alphabetical order, the students will work on using these skills to help them utilize the dictionary or thesaurus more efficiently.

Examples:First, each student and the teacher will get a dictionary. Show the students a word card with “musician” on it, where in the dictionary do you think this word would appear? Student response and discussion of the letter “m” being in the middle of the alphabet. Next let’s open the dictionary to the middle since “m” is in the middle of the alphabet. Students will open the dictionary to the approximate location of the “m” words. Go to Examples 1 and 2 below.

Following the content and the examples 1 and 2 from the examples below. Students will talk about determining if a word would be located on the reference source page. Students will be directed to open to dictionary page 204; holding up a word card with the word “dice” on it, can you find this word on the page? Students will find the word.

Opening the dictionary to the approximate location examples:1. Close the dictionary, let’s try again. Holding up a word card with the word “yak”, where in

the dictionary do you think this word would appear? Student response and discussion of the letter “y” being at the end of the alphabet. Next let’s open the dictionary to the approximate location of the “y” words.

2. Close the dictionary, let’s try again. Holding up a word card with the word “challenge”, where in the dictionary do you think this word would appear? Student response and discussion of the letter “c” being at the beginning of the alphabet. Next let’s open the dictionary to the approximate location of the “c” words. Note: Move back to the content for the next part of the lesson.

Locating a word on the page examples:3. Now turn to page 46. Hold up a word card with the word “ancient” on it. Can you find the word “ancient” on this page?

4. Now turn to page 573. Hold up a word card with the word “wiggle” on it. Can you find the word “wiggle” on this page?


The media selection consists of a dictionary and word cards. The teacher is also part of the media selection.

STUDENT PARTICIPATIONPractice Items:Students will continue to practice determining the approximate location of a word and then opening the dictionary to try to get to location. This will be done with several words such as: dresser, shovel, niece, weather, flip. Each word will be on a word card. Students can also provide words and students open to the approximate location of the word.

Students will also practice looking at a page and finding a given word. Start with these words and pages are and add onto the list for additional practice.pg. 233 – palacepg. 77 - bifocalspg. 615 - wobble


Student Groupings and Media Selection:The students are grouped in a small group setting consisting of 9 students in each group. The group consists of students that did not master the concept of utilizing guide words effectively in

reference sources such as a dictionary or thesaurus.


OBJECTIVE:4 – Given a word and a reference source, use alphabetical order to locate the given word on the page. Learner should correctly locate given words 80% of the time.5 – Given a word and reference source, state if you need to turn the pages forward or backwards from the current location to locate the given word. Learner should correctly perform turning the pages either forward or backwards to move to the correct page 80% of the time.

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CONTENT PRESENTATIONContent:After reviewing information that has been taught on guide words, alphabetical order, opening the dictionary to the approximate location, and finding a entry word on a given page, students will use guide words to determine if a given entry word is on the page or if you need to turn forwards or backwards to the correct page. Students will also find the entry word on the page.

Examples:Students will get a dictionary. The teacher will show a word card with the word “gravel” on it. The students will discuss what they know about opening the dictionary to the approximate location. Students will open the dictionary. Next they will decide if they are in the general location such as if they opened to a page with “g”. Using the guide words, is this the correct page? Do I need to turn the page forward or backwards to get the “gr” words? Students will continue to use the guide words to navigate to the correct page and then locate the word on the page.



STUDENT PARTICIPATIONPractice Items:The students will continue to practice with different words. The students will discuss what they know about opening the dictionary to the approximate location. Students will open the dictionary. Next they will decide if they are in the general location? Using the guide words, do I need to turn the page forward or backwards? Students will continue to use the guide words to navigate to the correct page and then locate the word on the page. Students will locate the

following words in the dictionary.quiver, escape, image, umpire, balance, jiggle

Once students have practice this procedure with the dictionary, students will get a thesaurus. Students will now practice locating words using the thesaurus.



The media selection consists of a dictionary, thesaurus and word cards. The teacher is also part of the media selection.

OBJECTIVE:4 – Given a word and a reference source, use alphabetical order to locate the given word on the page. Learner should correctly locate given words 80% of the time.5 – Given a word and reference source, state if you need to turn the pages forward or backwards from the current location to locate the given word. Learner should correctly perform turning the pages either forward or backwards to move to the correct page 80% of the time.

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CONTENT PRESENTATIONContent:Now that students have learned how to use guide words, they will have an opportunity to put the skill into a real world application other than using a dictionary, thesaurus, or glossary. Students will talk about how different offices store information in files. Typically these files are in alphabetical order. We will take a quick trip to the guidance office to show the schools file cabinets and how the files are arranged. Once back students will participant in an activity.

Examples:There will be 12 separate crates labeled with a card that has two last names on it (these crates are to mimic a file cabinet). These names on the front of the crates serve like guide words. Each crate also has a few files already in them. Each student will be given 10 files. They will need to determine which crate their file goes in and the correct location. I will start by showing them one of my files. I will model for the students, as well as think aloud as I determine which crate it goes in and then the location in the crate.

Once I have gone, each student will select one of their files. They will proceed to find the correct file and location to place their file.


The media selection consists of labeled crates to represent file cabinets with files in them. Ten files for each student. The teacher is also part of the media selection.

STUDENT PARTICIPATIONPractice Items:The students will proceed to place their files in the correct crate and location in the crate.



The media selection consists of labeled crates to represent file cabinets with files in them. Ten files for each student. The file cabinets in the guidance office. The teacher is also part of the media selection.

TERMINAL OBJECTIVE:Given a reference source, determine the page that a given word would appear on by using the guide words on each page. Learner should locate the correct page using the guide words at least 80 percent of the time.

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CONTENT PRESENTATIONContent:Students have been provided with all the necessary instruction to be successful with effectively utilizing guide words in a reference source to locate a word.

Students will review the information that has been taught. Students will practice using their knowledge by locating words in a dictionary, thesaurus, and also a textbook glossary.

Examples:Students will get a dictionary, thesaurus, and a textbook with a glossary. The teacher will show a word card with the word on it. The students will use the teacher suggested reference to locate the word.


The media selection consists of a dictionary, thesaurus, textbook with glossary, and word cards. The teacher is also part of the media selection.

STUDENT PARTICIPATIONPractice Items:The students will continue to practice with locating different words and in various reference sources.

They will also practice their new knowledge using online interactive websites:http://www.studyzone.org/testprep/ela4/h/dictguide.cfmhttp://www.sadlier-oxford.com/phonics/3_4/dino/dino.htmhttp://www.iq.poquoson.org/k-5libsci/usingguidewords/2-5usingguidewords09tlm.htm



The media selection consists of a dictionary, thesaurus, textbooks with a glossary and word cards. Also wireless laptops with internet connection will be needed to use the online interactive websites. The teacher is also part of the media selection.

POSTTEST OBJECTIVE:Given a reference source, determine the page that a given word would appear on by using the

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http://www.iq.poquoson.org/k-5libsci/usingguidewords/2-5usingguidewords09tlm.htm

http://www.sadlier-oxford.com/phonics/3_4/dino/dino.htm

http://www.studyzone.org/testprep/ela4/h/dictguide.cfm

guide words on each page. Learner should locate the correct page using the guide words at least 80 percent of the time.CONTENT PRESENTATIONContent:Students will come individually to be assessed on the skills that have been taught during the instructional design.

Examples:Students will be given a dictionary, thesaurus, and textbook with a glossary. The teacher will ask them to demonstrate several skills that have been taught

Student Groupings and Media Selection:The students are being tested individually to check for skill mastery.


STUDENT PARTICIPATIONPractice Items:The students will be asked to conduct various skills and share how they would attack different scenarios when using reference sources.The teacher will check for understanding of the following:- the student will be able to identify guide words, where guide words are located, and how

entry words are setup- put words in alphabetical order using the first, second, third, and fourth letter- locate an entry word on a provided dictionary page- locate words in a dictionary, thesaurus, or glossary




POSTTEST OBJECTIVE:Given a reference source, determine the page that a given word would appear on by using the guide words on each page. Learner should locate the correct page using the guide words at least 80 percent of the time.

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CONTENT PRESENTATIONContent:Students will be assessed on the skills that have been taught during the instructional design.

Examples:Students will log into their Interactive Achievement accounts and select the correct Guide Words assessment.

Student Groupings and Media Selection:The students are being tested in a small group to check for skill mastery.

The media selection consists of wireless laptops with internet connective. The teacher is also part of the media selection.

STUDENT PARTICIPATIONPractice Items:The students will be asked to conduct various skills on the Interactive Achievement assessment.



The media selection consists of wireless laptops with internet connective. The teacher is also part of the media selection.

Lesson Allocation

SESSON EVENTS AND OBJECTIVES TIME1 Gaining attention through the scenario activity

Informing learner of objectives through sharing objective 40 minutes

with the students Presenting the stimulus material through using the

dictionary Provides learning guidance as the activity is guided by the

teacher Eliciting the performance by demonstrating the use of the

dictionary and guide words Assessing performance by having students demonstrate to

the teacher the skillsIntroductory and motivational activity using the preinstructional activity scenario.Objectives 3.1, 3.2, 3.3Use dictionary to show practice with understanding where guide words are located on a page, understand that guide words are the first and last word on a page, and that the entry words on the page are between the first and last guide word on the page.

2 Stimulating recall of prerequisite learning by having students make connections from material that has already been learned

Providing learning guidance by the teacher providing support as the students put words in abc order.

Providing feedback is provided by the teacher as the students complete the activity

Objectives 4.1Students will practice with putting words in alphabetical order. Words that are close in order will be used just like you would see on a dictionary page. Using the first, second, third, and even fourth letter will be utilized in this activity.

40 minutes

3 Stimulating prior knowledge by using a dictionary Stimulating recall of prior knowledge as they recall

information learned about reference sources Presenting the stimulus material as students us the

dictionary Elicit the performance by providing the students with

practice activities Providing feedback as the activity is worked onObjectives 1, 2, and 3

Students will practice going to the approximate location of a word in a dictionary to locate a word. Students will also look at dictionary pages to find entry words.

40 minutes

4 Stimulating recall of prior learning by recalling what has been learned about reference sources and alphabetical order

40 minutes

Presenting the stimulus material by providing different words to locate in the dictionary

Providing learning guidance between the teacher and the student as words are located in the dictionary

Eliciting the performance by providing students with practice

Providing feedback as the students perform the activityObjectives 3 and 4Students will be given different words where they will then locate the words successfully in a dictionary and a thesaurus.

5 Attention and relevance is gained as students talk about using filing cabinets

Presenting the stimulus material as students work on the filing cabinet activity

Providing guidance is demonstrated by the teacher as the students work on the activity

Eliciting the performance by providing the student with a learning activity

Providing feedback is given by the teacher to students Assessing performance as the files are checked to make

sure they are in the correct location Transfer is done through providing a meaning activity to

the real worldObjectives 3 and 4Students will participant in a real world activity in which they will place files in their correct “filing cabinet” as well as in the correct location in the file.

40 minutes

6 Assessing performance by students completing the interactive websites

Feedback is provided by the website through pop-ups, sounds, etc.

Terminal ObjectiveStudents will practice their guide words skills using interactive web activities on guide words.

40 minutes

7 Assessing performance by students completing the posttest given by the reading teacher

Feedback is provided by reading teacher after the test has been completed

Posttest – Students will be pulled individually to show hands-on understanding of utilizing guide words effectively

15 minutes

8 Assessing performance by students completing the posttest given by the classroom teacher

Feedback is provided by classroom teacher after the test has been completed

Posttest with homeroom teacher – Posttest in Interactive Achievement

40 minutes

Consolidation of Media Selections and Choice of Delivery System

SESSION OBJECTIVES TYPE(S) OF LEARNING

MEDIA SELECTIONS & STUDENT GROUPINGS

DELIVERY SYSTEM(S)

1 3.1, 3.2, 3.3 Intellectual Skills - dictionaries, thesauri, and teacher

- students work in small group

Traditional model: a group of learners in the classroom

2 4.1 Intellectual Skills - dictionaries, interactive white board, Activinspire ABC order activity, Ziploc bag of word cards, and teacher



3 1, 2, 3 Intellectual Skills - dictionaries, word cards, and teacher



4 4, 5 Intellectual Skills - dictionaries, word cards, and teacher



5 4, 5 Intellectual Skills - labeled crates, files, guidance office file cabinets, teacher



6 Terminal Intellectual Skills - dictionaries, thesauri, word cards, wireless laptop carts with bookmarked websites, and teacher


Traditional model: a group of learners in the classroom alsoInternet web-based instruction

7 Posttest Intellectual Skills - dictionary, thesaurus, word cards, teacher

- individual testing session

Traditional model: individual learner in the classroom

8 Posttest Intellectual Skills - wireless laptop cart, Interactive Achievement student logins

- students will test in a small group

Traditional model: a group of learners in the classroom alsoInternet web-based

assessment tool

9. Proposed Development Procedures

My developmental needs include having access to interactive websites that provide practice using guide words and entry words. These web based activities are already created and ready for students to use on the Internet. In addition to the websites, I will use Interactive Achievement which is a web based assessment program. Word cards that will be used during several activities will need to be made prior to the instruction. Gathering crates and file folders that are labeled will need to be made available. Finally, I use an ABC order activity created in Activinspire.

My role in the development process would be to create the ABC order Activinspire activity and the posttest that will be administered in Interactive Achievement. In both of these programs, I will need to create a rough draft of the materials. With the Activinspire activity, jotting out possible questions on paper to make sure there are a variety of words across the alphabet used, as well as having words that will need to be placed in order according to the first, second, third, and even fourth letter. Once this variation had been determined, the classroom teacher and reading tutor would provide feedback. After the activity has been approved, I would create the activity that would be used during the instruction. As for the Interactive Achievement posttest, I would select and create questions that would be used during the test. After selecting the questions, the classroom teacher and reading tutor would approve the questions before they are submitted for approval and assigned to the students.

10. Proposed Formative Evaluation Procedures

My proposal formative evaluation procedure includes having a subject-matter expert evaluate the instruction materials. In addition to the subject-matter expert, I would conduct one-on-one evaluations, small-group evaluations, and a field test evaluation.

The subject-matter expert, who in this case is a reading facilitator, will provide information concerning the accuracy, currency, and appropriateness for the performance context. This information will be used to make changes to the instructional material before any of the additional evaluations have been conducted.

The one-on-one evaluation will consist of three students that are from the target group. Also there will be one student from each ability level: high ability, average ability, and low ability. These students will be worked with individually with the goal of finding errors such as typographical errors or hyperlinks that do not work. Also I will gather comments and suggests form the individuals as well as feedback on any assessments such as if they understand the directions. I will conduct interviews with each individual student, keep a checklist of strengthens

and weaknesses, and take notes as a way to record changes that need to be made with the instructional materials.

The small-group evaluation will consist of ten students that are from the target group. As with the one-on-one evaluation, they will include students from different ability levels, but this group will also include students from different languages, students that are and are not familiar with the type of instructional procedure being used, and immature and mature students. These students will be worked with in a small group with the goal of locating issues with the instructional materials such as motivational strategies, sequence of objectives, instructional delivery format, and assessment issues. I will use attitude questionnaires, test data, student interviews, and my notes to make changes that are needed to the instructional materials.

The field test evaluation will consist of twenty-seven students from the target group of students. The students will represent students from different ability levels, maturity levels, interest levels, and instructional procedure levels. These students will be worked with in a third grade classroom with the goal of checking to see if the changes that were made after the small-group evaluation are effective. I will also check to see if the intended setting is appropriate and if any additional changes in the instruction materials are needed. I will use attitude questionnaires that will focus on the environmental factors, interviews from implementing teacher, test data, and observation notes.

11. Reflection

As I reflect back on my initials thoughts of what a design is, I initially viewed a design as a created plan of action. My thoughts also included that the plan was developed in hopes of meeting the needs of all students regardless of the student’s background, ability level, and behavioral characteristics. After going through this course, I feel that I had a general understanding of what a design is but I did not begin to touch on what is actually involved with developing an instructional design.

With the new knowledge I have learned, I need to edit my definition of design. As I define a learning design, I see it as a well organized plan that is developed to teach or train an individual on a specific topic or skill. The design incorporates who the targeted group is and what their needs are. The plan includes a set of sequence steps that will lead to the mastering of a given goal. Not only does it include the main steps that lead to the goal, but also substeps, subordinate skills, and entry skills. The steps are setup in a flowchart with each step leading to the next. The design process also includes general characteristics of the learners such as what entry skills they have, prior knowledge, academic motivation, ability levels, learning preferences, and attitudes of the learners. In addition to looking at the characteristics of the learner, the performance context is also analyzed. This analysis includes managerial support, physical aspects, social aspects, and relevance to the real world. Finally, the learning context is examined such as the needs and compatibility of the learning site and the feasibility of the site. All of this information is gathered all before the objectives and assessments are even developed. The last

part of the design plan includes writing the preinstructional activities which include motivation, objectives, grouping, and follow through activities. These activities are followed by the objectives which include the content, student participation, feedback, and assessment. I initially had no idea that the design plan included so many different aspects and steps that will ultimately lead to a given goal.

As I look at a design for learning plan, I can easily see how this directly relates to design in general. First I will consider when a product is designed. As the design is in its initial stages, there needs to be an overall goal. In addition to the goal, there needs to be a determined set of consumers that the goal or product is targeted for. Knowing information about the targeted group will benefit the overall design and will help with marketing the product. The sequenced steps will serve as a guide for the developers to follow. Also the ideas that are analyzed within the learners context, performance context, and learning context will also provide assistance as a design develops into the final product. Having one-on-one evaluations, small-group evaluations, and field testing of the product will also provide valuable feedback that will benefit the overall consumer product.

When looking at a business world, this plan would be beneficial for such components as developing a plan for employee trainings. As trainings are designed, the many characteristics that were taught in this course would be a successful way to setup these trainings. The employer would have a goal. The targeted group would be the employers and the needs they have to reach the goal. A flowchart with the sequence of steps would be created, including the substeps, subordinate steps, and entry skills. The characteristics of the employees, the performance context, and learning context will all be considered when developing the design. As this information is gathered and analyzed, objectives would be created which include preinstructional activities and follow through activities. Next the objectives are designed with appropriate motivation, feedback, and assessment. By following this design plan, a well developed training will be implemented to meet the needs of the targeted employees.

As this course comes to a conclusion, I have a much better understanding of a design plan, the components that are necessary to develop a successful design plan, and how to write a design plan. A successful design plan contains a detailed set of components that ultimately will lead to mastering an intended goal. I see the importance each component plays and the significance they have in the overall design plan process.

Instructional Analysis Flowchart

Documents

Instructional Strategy€¦ · Web viewID Project Final Report. Betty K. Spiers. [email protected]. July 13, 2015 . Need for Instruction. The learning need is additional instruction