Part I: Identification of Learning Problem

General Audience
The audience for this learning problem consists of twenty-four 5 and 6 year old students. They
are currently considered Kindergarten students in a public elementary school setting in
Claymont, Delaware. The students are performing at different ability levels in their daily work
and state assessments. The students come from a variety of backgrounds where about half of the
class is categorized as English Language Learners (ELL) and the rest are English speaking
students. The ELL students in the class speak one of the following languages: Spanish, Turkish,
Vietnamese, Chinese, Hindi and Ukrainian. Most of the students have been enrolled in this class
since the beginning of the school year, August 2013.
Problem Identification
Currently in the Brandywine School District (BSD) the elementary schools use a reading series
called Journeys. Several times during the year teachers are required to give a reading benchmark
assessment and input the scores into a site called Data Service Center (DSC). This is the first
year that BSD has used this series as well as the first time that the teachers have given
benchmark reading assessments.
The Journeys benchmark assessments assess the children on phonemic awareness skills, phonics
skills, high frequency words, blending words and listening comprehension skills. The students
take the benchmark assessment in small groups of six children and the assessment is broken
down into five parts, which help to avoid fatigue for the children.
The third reading benchmark assessment given to the audience was recently completed and
scored. The scores were entered into the DSC and the results of the scores were compiled. The
scores showed that 22 of the 24 students had difficulty in the area of comprehension skills and
scored below the school district benchmark. The target audience for this learning problem will
consist of the 22 students who had difficulty in reading comprehension. In order for the targeted
audience to meet the standards, they will need to score at or above the school district benchmark
by the end of their Kindergarten year.
As a class this skill will need to be taught to the target audience to ensure the students have a
good foundation of reading comprehension before moving onto the next grade level. Instruction
for students will include; learning academic vocabulary needed for reading comprehension,
learning to identify unknown vocabulary in a text and learning how to use reading
comprehension strategies. Since comprehension skills are required by the state Common Core
Standards, the students will need to be instructed in the necessary comprehension skills in order
to meet the Common Core Kindergarten Standards by the end of the school year.
Instructional Goals
Students will be able to identify why it is important to comprehend text.
Students will be able to define academic vocabulary needed for reading comprehension.
Students will be able to demonstrate strategies to comprehend text.
Students will be able to analyze unknown vocabulary.














Part II: Learner Analysis
Introduction
The targeted group of learners is a kindergarten class at Maple Lane Elementary School in
Claymont, Delaware. The students age range is from 5 to 6 years old with half of the class still
being 5 years old and half the class just turning 6 years old during this school year. There are 22
students that have been enrolled in the kindergarten class from the beginning of the year, one
student enrolled 2 weeks after the beginning of the school year and one student enrolled 8 weeks
after the school year started. This is the first time all of the students have been in kindergarten.
None of the students have been retained. There are 14 boys and 10 girls in the classroom. This
class is made up of 6 White students, 5 African American students, 7 Hispanics students and 6
that are listed as other on their registration form. The students listed as other are comprised of
one student that is Ukrainian, one student that is from Turkey, one student from China, one
student from Vietnam, one student from India and one student that was adopted at birth whose
biological mother was from the Philippines. There are 12 students in this class who are identified
as English Language Learners (ELL) and receive services for sixty minutes per weeks to work
on English language skills. Also there is a Response to Intervention Program (RTI) in place at
this school. In this class 6 of the students receive Tier 2 instruction for reading and 8 of the
students receive Tier 2 instruction for math 4 days per week, 30 minutes each day. The students
home is generally made up of 2 parent households with only 8 of the students living in single
parent homes.
The information was gathered using several different methods. The information about the
students was gained using the registration information that was filled out by the parents when
they enrolled their child. The information was accessed through the school districts eSchool plus
program which is an online teacher access center. The information obtained from eSchool plus.
This information included the students age, gender, race, language and guardianship. The
information gained about the students academic placement such as RTI information and ELL
services was gathered using the districts Data Service Center (DSC) program. The DSC contains
students test scores and minutes served each week in the RTI and ELL programs. The
classroom teacher also supplied relevant information about the students and any testing or work
habits that were not found in the DSC program.
Entry Skills and Prior Knowledge
Ability to use the mouse on a computer
Ability to open and navigate through age appropriate computer programs
Ability to focus on a book being read in class or from a computer program
Prior Knowledge
Recognized important details from a text read in class or heard on the computer (8%
mastered, 21% progressing towards goal, 71% needs improvement)
Explain the important detail in the text (62% mastered, 38% needs improvement)
Draw/write information gained from a text( 83% mastered, 17% needs improvement)
This information was gained using the STAR Early Literacy test which is given in a computer
lab setting, the schools benchmark reading assessment from the Journeys reading program and
classroom observation by the classroom teacher. The results showed; at the January assessment
period most students could comfortably use a computer mouse in a computer lab setting, with
little to no help from an adult. The results also showed that most of the students were able to
comfortably navigate through age appropriate computer programs, when shown initially where to
find the program on the computer, and what password needed to be used to get into the computer
program. In addition to these skills the results of the benchmark reading assessment showed that
the students scored either a 1 or 2 out of 3 points on recognizing and responding to important
details in text read by the teacher. Overall on the benchmark reading test 33% of the students
scored in the mastery range, 58% of the students scored in the progressing to goal range and 8%
scored in the needs improvement range on the assessment. The STAR Early Literacy results
showed that 21 out of the 24 students were having a varying degree of difficulty with
comprehending paragraphs and sentences read to them on the computer. The students were
observed by the classroom teacher while taking the benchmark reading test and by the classroom
teacher and a paraprofessional while taking the STAR Early Literacy test.
Attitudes Toward Content & Academic Motivation
The majority of the students understand the importance of learning to read and comprehending
text. The students stated that it is important to learn these skills so that they can be smart and
be able to learn more in first grade. Students show motivation in the work that they complete
independently. They make comments to show they are proud of their high scoring work and
know that it is important to get good scores when your are in school. Many of the students
shared their need to work hard, be a good listener and pay attention, in order to become better
readers and writers. The students enjoy computer lab time each week and look forward to time
they spend on the computers in the classroom and on IPADs used in the classroom. The students
shared their feelings that they dont like it when the big kids are using the computer lab for
testing and are disappointed when we cant go to the computer lab each week. The students have
a good positive attitude towards learning and are motivated to do better. At this age, it is hard to
make sure that they really understood what these comments meant but they are able to answer
the questions that show they are interested in the content they need to learn and are motivated to
learn when in school. This information was gathered during morning meeting chats/discussion
with the class and one on one interviews with the students in the classroom.
Educational Ability Levels
The January STAR Early Literacy test scores showed that 88% (21 learners) scored at the range
of at/above the district benchmark level, which means they scored 515 or above on the test. The
next group of learners, 8% (2 learners), scored in what is referred to as the on watch range 415
to 514. The remaining learner scored in the urgent intervention level. There were 4% (1 learner)
who fell into this range, which was 414 or below. Even though 88% of the learners fell into a
range that showed they met the school district benchmark level when you look at the domain of
reading comprehension on the test, the scores showed that 70 % (17 learners) fell below the 50
percentile in the area of paragraph reading comprehension domain while 29% (7 learners) fell in
the 51-75 percentile range and 0% fell in the 76-100 percentile range on the test. The results are
similar for the domain of sentence-level reading comprehension, where 58% (14 learners) fell
below the 50 percentile range, 37% (9 learners) fell in the range between 51 and 75 percent and
4% (1 learner) was in the 76-100 percentile range. The classroom teacher reported that the
students were on a variety of ability levels which was shown on the STAR Early Literacy test.
The classroom teacher also reported that the students need much repetition and intervention work
to successfully master the skills in the different reading domains.

General Learning Preferences
The students expressed and showed that they like and learn best with hands on projects and
games that have pieces that they can physically move and interact with during their learning
time. The students also like music and movement when learning various skills in the classroom.
The students have shown that small group work, activities on the computer and IPADs help with
learning new skills. This information was gathered by interviewing the learners and teacher
observation of the classroom during the school day.
Attitude Toward Teachers and School
The students in this class like the teachers and school for the most part. They did voice that they
liked certain activities more than other activities. The activities that the students like the most in
the classroom are math and reading work time (this is where they can work on activities in small
groups and with their peers, the activities are mostly hands on or using some type of technology
during these times of day). Their favorite activities out of the classroom are Physical Education
(PE), computer lab and library time. Art and music were their next favorite subjects. They also
stated that they like outdoor recess and lunch. Overall the students have a very positive attitude
towards their teachers and school. They enjoy coming to school each day. The teacher stated
that when they cant come she receives an email from the parent and child telling her how much
they miss not being in school. These results were acquired using student interviews, morning
meetings and teacher observations.
Group Characteristics
The school is located in a neighborhood of Claymont where family incomes range from middle
class to low income families. The school is considered a Title 1 school and 16 of the 24 students
in this class receive free lunch. Many of the students are brought to school by a parent and one
student walks to school with an older sibling. Only two students ride the bus in the morning and
afternoon in order to get to school. The students in this class are all about the same height and
size for kindergarten students. There are two girls who are slightly larger than the other girls and
two of the boys are slightly larger than the other boys. There are also 3 boys and 1 girl who are
smaller than the other students. Half the students in the class are English Language Learners
(ELL) that speak different languages in the home. At school they all speak English and it is easy
to understand them when communicating during the school day. All of the students are required
to wear a school uniform and do so, unless they are given permission by the school for a dress
down day. All of the students come to school prepared with needed supplies at the beginning of
the school year. If supplies run out parents are cooperative in sending in fresh ones. The
students for the most part stay engaged in activities, especially activities that contain hands on
materials or technology. The students are successful in completing daily assignments, turning in
their work in an appropriate manner and turning in any homework at the end of each week.



















Part III: Task Analysis
Task Analysis
I conducted the task analysis using both a procedural analysis and a topic analysis in order to
make sure that I included as much pertinent information as possible. Since the learning in this
task will be procedural, I began by creating an outline of the steps that would be needed to
comprehend a text. The outline was created by teaching lessons in class and documenting the
steps taken while instructing the children with a text. The procedural outline was created in the
order in which research suggest that students best learn the information.
Once the procedural analysis was complete, I began the topic analysis by creating another
outline. In this outline, I identified content structures that would be appropriate for the students
to know in order to be able to successfully comprehend a text. The content structures identified
in the topic analysis are facts (definitions of main topic, key details, illustrations, text,
connections, vocabulary, predict and summarize), concepts (the group of academic vocabulary to
be learn and the reading strategies to be used), and principles (the relationship between knowing
the academic vocabulary and being able to use it in reading comprehension). I used this
information to create an outline of what the student will need to know in order to successfully
comprehend a text at a kindergarten level.
When both outlines were completed I integrated them into a task analysis outline. The finished
product is shown below.
Task Analysis Outline
1. The importance of comprehending text
a. Learning new information
b. Learning topics you are interested in reading
c. Learning to use new information
2. Academic Vocabulary to know
a. Main Topic
i. Text is mostly about
ii. Title, text and pictures help find main topic
b. Key Details
i. Characters in a text
ii. Events in a text
iii. Ideas in a text
iv. Setting of story
v. Problem in text
vi. Solution in text
c. Illustrations
i. Pictures in a book, magazine, newspaper
ii. Diagram in a book, magazine, newspaper
iii. Photos in a book, magazine, newspaper
d. Text
i. Words in a book, magazine, newspaper
ii. Words that make up the main part of the book, magazine, newspaper
e. Connections
i. Ideas that are joined together
ii. Relationship between two ideas
f. Vocabulary
i. Words in a language
ii. Words relate to a topic
g. Predict
i. Information is based on clues from text
ii. Speculation about what will happen later in the text
h. Summarize
i. A short version of a text
ii. Order presented in the book
iii. Important ideas only
3. Use strategies to comprehend text
a. Choose a text
i. Choose book to read
ii. Choose book to listen to
iii. Choose book on the computer
b. Predict what the story will be about
i. Read or listen to title
ii. Look at cover
iii. Look at illustrations in the text
iv. Find clues
v. Make a guess about the main topic of the text
vi. Use a three column chart to record your predictions
c. Read or listen to the text
i. Read book on your own
ii. Listen to book using a CD and CD player
iii. Listen to book on the computer
d. Make a list of unknown vocabulary
i. Create a list of words that you dont understand
ii. Look in text to find clues to vocabulary meanings
iii. Look in dictionary to define words
e. Make a connection to the text
i. Connect with something you already know/self to text
ii. Connect with another text you have read or heard/text to text
iii. Use a Venn Diagram-graphic organizer to record your connections
f. Summarize the text
i. Tell, write or draw the main topic of the story
ii. Tell, write or draw the key details of the story
iii. Tell, write or draw the beginning, middle and end of the story
iv. Use a story map to record your summary
Subject Matter Expert (SME)
I (Leslie Jones) will serve as the primary SME for this instructional plan. My formal education
consists of a bachelors degree in Child Development and Early Childhood Education from the
University of Georgia in Athens, Georgia. I also have a masters degree in Reading Education
from Georgia Southern University in Statesboro, Georgia. I am currently working on my
Specialist degree in Instructional Technology from Georgia Southern University in Statesboro,
Georgia.
My primary qualification to serve as SME is my current teaching position as a kindergarten
teacher in the Brandywine School District in Claymont, Delaware. I have taught kindergarten or
first grade students for 20 years. During this time reading comprehension has been part of the
instruction each school year. This hands on experience has given me the opportunity to see how
children of this age attend to reading comprehension and how they respond to reading
comprehension strategies, first hand, in a classroom setting.
The Maple Lane Kindergarten team will serve as SMEs for this instructional plan. They will
contribute details and information to the initial outline of the task analysis. Each of the members
of the team has taught Kindergarten for five or more years in this present school environment.
The members of the team consist of Kim Pabian (taught kindergarten for 13 years) and Danielle
Lambert (taught kindergarten for 5 years).

Part IV: Instructional Objectives
Terminal Objective 1: Describe reasons one should comprehend text
Enabling Objectives:
1A. Describe reasons to learn new information in text
1B. Identify topics of interest
1C. Describe how to apply new information gained from text
Terminal Objective 2: Define academic vocabulary
Enabling Objectives:
2A. Define text
2B. Define illustrations
2C. Define vocabulary
2D. Define main topic
2E. Define key details
Terminal Objective 3: Demonstrate making predictions about a text
Enabling Objective:
3A. Define prediction
3B. Construct conclusions about text
3C. Predict next part of text based on clues from text
3D. Compare predictions with text
Terminal Objective 4: Analyze unknown vocabulary from a text
Enabling Objectives:
4A. Identify unknown vocabulary
4B. Define unknown vocabulary
4C. Discuss unknown vocabulary
Terminal Objective 5: Demonstrate making connections with text
Enabling Objectives:
5A. Define connections
5B. Compare characters in a text with self or characters in another text
5C. Compare setting in a text with another setting
5D. Compare events in a text with personal events or events in another text
5E. Compare facts in a text with facts in another text
Terminal Objective 6: Demonstrate summarizing a text
Enabling Objectives:
6A. Define summarize
6B. Restate a text in own words
6C. Distinguish beginning, middle and end of text
6D. Identify the main topic and key details of a text
6E. Construct meaning using pictures and text
Classification of Instructional Objectives:
Content
Performance
Recall Application
Fact 2A, 2B, 2C, 2D, 2E, 3A, 5A, 6A,
Concept 2, 4, 4A 1A, 1B, 1C, 4B, 4C
Principles 1
Procedure
3, 3B, 3C, 3D, 5, 5B, 5C, 5D, 5E, 6, 6B,
6C, 6D, 6E,
Interpersonal
Attitude

Relationship between Instructional Objectives and Standards:
Instructional Objectives Common Core Standards
1 RL.K.10 Actively engage in group reading activities with purpose
and understanding
RI.K.10 Actively engage in group reading activities with purpose
and understanding
1A
1B
1C
2
L.K.6 Use words and phrases acquired through conversations,
reading and being read to, and responding to texts.
2A
2B
2C
2D
2E
3
RL.K.1 With prompting and support, ask and answer questions
about key details in a text.
RI.K.1 With prompting and support, ask and answer questions
about key details in a text.
3A
3B
3C
3D
4 L.K.4 Determine or clarify the meaning of unknown and multiple-
meaning words and phrases based on kindergarten reading and
content.
4A
4B
4C
5 RL.K.3 With prompting and support, identify characters, settings
5A
and major events in a story.
RI.K.3 With prompting and support, describe the connection
between two individuals, events, ideas or pieces of information in a
text.
RL.K.9 With prompting and support, compare and contrast the
adventures and experiences of characters in familiar stories.
RI.K.9 With prompting and support, identify basic similarities in
and differences between two texts on the same topic
5B
5C
5D
5E
6
RL.K.2 With prompting and support, retell familiar stories,
including key details.
RI.K.2 With prompting and support, identify the main topic and
retell key details of a text.
6A
6B
6C
6D
6E













Instructional Design Documentation including Assessments Part V: Design of Instruction
Instructional Strategies Goals Objectives UDL Assessments
Lesson 1:
The student will find topics
they are interested in
learning to comprehend and
explain reasons for
comprehending the text.
Explain the reasons for
comprehending text.
Objective 1: The student
will describe reasons one
should comprehend a text.

1A: The student will
describe reasons to learn
new information in text.
1B: The student will
identify topics of interest.
1C: The student will
describe how to apply new
information gained from a
text.
Learners will be able to
choose to listen to the
presentation as well as
being able to read the
presentation.
Learners will be able to use
a choice of online source to
search for information on
topics of interest to them.
Learners will be able to
choose to record, dictate or
write about their topics of
interest to share with the
rest of the class on the class
discussion board.
Short Answer Quiz-
students will access the
quiz in Edmodo and answer
4 questions about
importance of reading
comprehension and topics
of personal interest.

Lesson 2:
The student will match
academic vocabulary with
its definition and
illustration using online
Define academic
vocabulary needed for
comprehending text.
Objective 2: The student
will define academic
vocabulary for reading
comprehension.

Learners will be able to
choose to read the
presentation on their own or
listen to the presentation.
Learners will have the
Matching quiz-students will
access the matching quiz in
Edmodo and match the
definition to the academic
vocabulary word and the
matching games. 2A: The student will define
text.
2B: The student will define
illustrations of a text.
2C: The student will define
vocabulary in a text.
2D: The student will define
main topic of a text.
2E: The student will define
key details of a text.
opportunity to view the
presentation with age
appropriate illustrations that
support the auditory and
written text.


illustration to the academic
vocabulary word.
Lesson 3:
The student will use a
graphic organizer to
document predictions about
a text.
Demonstrates making
predictions about a text.
Objective 3: The student
will demonstrate making
predictions about a text.

3A: The student will define
prediction.
3B: The student will
construct predictions about
text looking at the cover of
the text.
3B: The student will
predict the next part of a
Learners will be watching
videos that contain
captioned text that can be
read by students who are
readers.

Rubric for grading a
graphic organizer-after
choosing a text the students
will complete a graphic
organizer about making
predictions. The student
can use the graphic
organizer provided or create
their own. The rubric and
an example of the graphic
organizer will be available
for the students to know the
text based on clues in the
text.
3C: The student will
compare predictions with
text while reading.
information that needs to be
included in their graphic
organizer.
Lesson 4:
The student will identify,
define and discuss unknown
vocabulary from a text.
Analyze unknown
vocabulary from a text.
Objective 4: The student
will analyze unknown
vocabulary from a text.

4A: The student will
identify unknown
vocabulary in a text.
4B: The student will define
unknown vocabulary from
the text.
4C: The student will
discuss unknown
vocabulary from the text.
Learners will be watching
videos that contain
captioned text that can be
read by students who are
readers.


Rubric for grading a
graphic organizer-after
choosing a text the students
will complete a graphic
organizer on unknown
vocabulary words. The
student can use the graphic
organizer provided or create
their own. The rubric and
an example of the graphic
organizer will be available
for the students to know the
information that needs to be
included in their graphic
organizer.
Lesson 5:
The student will use a
Demonstrates making
connections with a text.
Objective 5: The student
will demonstrate making
Learners will be watching
videos that contain
Rubric for grading a
graphic organizer-after
graphic organizer to
document connections with
a text.
connections with a text.

5A: The student will define
connections.
5B: The student will
compare characters in a text
with self or characters in
another text.
5C: The student will
compare setting in a text
with another setting.
5D: The student will
compare events in a text
with personal events or
events in another text.
5E: The student will
compare facts in a text with
facts from another text.
captioned text that can be
read by students who are
readers.


choosing a text the students
will complete a graphic
organizer about making
connections with a text.
The student can use the
graphic organizer provided
or create their own. The
rubric and an example of
the graphic organizer will
be available for the students
to know the information
that needs to be included in
their graphic organizer.
Lesson 6:
The student will use a
graphic organizer to
document summarizing a
Demonstrate summarizing a
text.
Objective 6: The student
will demonstrate
summarizing a text.

Learners will be watching
videos that contain
captioned text that can be
read by students who are
Rubric for grading a
graphic organizer-after
choosing a text the students
will complete a graphic
text. 6A: The student will define
summarize.
6B: The student will
restate a text in their own
words.
6C: The student will
distinguish beginning,
middle and end of a text.
6D: The student will
identify the main topic and
key details of a text.
6E: The student will
construct meaning using
pictures and text.
readers.


organizer about
summarizing a text. The
student can use the graphic
organizers provided or
create their own. The
rubric and an example of
the graphic organizers will
be available for the students
to know the information
that needs to be included in
their graphic organizer.






Lesson 1: Why We Comprehend Text
Objective 1: Describe reasons one should comprehend a text.
Objective 1A: Describe reasons to learn new information in text.
Objective 1B: Identify topics of interest.
Objective 1C: Describe how to apply new information gained from a text.
Assessment: Learners will take a short answer quiz using the Edmodo quiz tool. The quiz will
consist of two fill in the blank and two short answer questions for them to answer. Two of the
questions will be about reasons to comprehend text. Two of the questions will be about students
identifying topics of personal interest and telling why they chose those topics of interest.
UDL Principles: The differentiation for this quiz will be multiple means of expression. The
learners will have the opportunity to take the quiz by typing in their answers, dictating the
answers to the questions or by using voice recording to record the answers to the questions.
Lesson 2: Learning Academic Vocabulary
Objective 2: Define academic vocabulary for reading comprehension.
Objective 2A: Define text.
Objective 2B: Define illustrations of a text.
Objective 2C: Define vocabulary in a text.
Objective 2D: Define main topic of a text.
Objective 2E: Define key details of a text.
Assessment: Learners will take a matching quiz about the definitions of the academic vocabulary
using the Edmodo quiz tool.
UDL Principles: The differentiation for this assessment will be multiple means of representation.
The definitions and vocabulary words will be available in written as well as an auditory format
for students to use while taking the quiz. The differentiation for this assessment will also be
multiple means of engagement where students will receive feedback that is frequent, timely and
specific to the matches they make during the quiz. The feedback will be given using positive
strategies so that when they choose to take the quiz more than once they will have future success.
Lesson 3: Making Predictions
Objective 3: Demonstrate making predictions about a text.
Objective 3A: Define prediction.
Objective 3B: Construct predictions about text looking at the cover of the text.
Objective 3C: Predict the next part of a text based on clues in the text.
Objective 3D: Compare predictions with text while reading.
Assessment: Learners will complete a three column graphic organizer which will be uploaded to
the class drop box. The graphic organizer and content will be scored using a rubric.
UDL Principles: The differentiation for this assessment will be multiple means of expression.
The students will be allowed to fill out the graphic organizer using illustrations, kid writing,
dictation, voice recordings or create the graphic organizer using a Web 2.0 tool.
Lesson 4: Unknown Vocabulary
Objective 4: Analyze unknown vocabulary from a text.
Objective 4A: Identify unknown vocabulary in a text.
Objective 4B: Define unknown vocabulary from the text.
Objective 4C: Discuss unknown vocabulary from the text.
Assessment: Learners will complete a Frayer graphic organizer which will be uploaded to the
class drop box. The graphic organizer and content will be scored using a rubric.
UDL Principles: The differentiation for this assessment will be multiple means of expression.
The students will be allowed to fill out the graphic organizer using illustrations, kid writing,
dictation, voice recordings or create the graphic organizer using a Web 2.0 tool.
Lesson 5: Making Connections
Objective 5: Demonstrate making connections with a text.
Objective 5A: Define connections.
Objective 5B: Compare characters in a text with self or characters in another text.
Objective 5C: Compare setting in a text with another setting.
Objective 5D: Compare events in a text with personal events or events in another text.
Objective 5E: Compare facts in a text with facts from another text.
Assessment: Learners will complete a Venn diagram graphic organizer which will be uploaded
to the class drop box. The graphic organizer and content will be scored using a rubric.
UDL Principles: The differentiation for this assessment will be multiple means of expression.
The students will be allowed to fill out the graphic organizer using illustrations, kid writing,
dictation, voice recordings or create the graphic organizer using a Web 2.0 tool.
Lesson 6: Summarizing a Text
Objective 6: Demonstrate summarizing a text.
Objective 6A: Define summarize.
Objective 6B: Restate a text in own words.
Objective 6C: Distinguish beginning, middle and end of a text.
Objective 6D: Identify the main topic and key details of a text.
Objective 6E: Construct meaning using pictures and text.
Assessment: Learners will complete a story map graphic organizer which will be uploaded to the
class drop box. The graphic organizer and content will be scored using a rubric.
UDL Principles: The differentiation for this assessment will be multiple means of expression.
The students will be allowed to fill out the graphic organizer using illustrations, kid writing,
dictation, voice recordings or create the graphic organizer using a Web 2.0 tool.

Assessment Examples
Lesson 1 Assessment:
Short Answer Quiz
1. It is important to comprehend a text because it helps you learn new information. (1
point)
2. Comprehending text helps you identify topics of interest. (1 point )
3. Identify 2 topics of interest you found and why you are interested learning about them.(2
points for naming two topics that are of interest to them, 4 points for telling why they are
of interest) (answers will vary)
4. Pick one topic that you said you were interested in and tell what you would like to learn
about that topic. (1 point for telling topic, 1 telling what they would like to learn about
the topic) (answers will vary)
Total Score: 10 points

Lesson 2 Assessment:
Below is the quiz that contains word, definition and matching picture. The lines in red are the
answer key.
Lesson 3 Assessment:
Rubric for Predictions Graphic Organizer
1 3 5 Score
Definition
Doesnt define the word
prediction
Partially defines the
word prediction
Completely defines the
word prediction

Prediction
Predictions are not made
about the book
Predictions are made but
not based on clues from
book
Predictions made are
based on several clues
found in the book

Graphic Organizer Not filled out correctly
Parts are filled out
correctly
Entire organizer is filled
out correctly

Total Score /15









Created by: Leslie Jones
Lesson 4 Assessment:
Rubric for Unknown Vocabulary Graphic Organizer
1 3 5 Score
Vocabulary
No vocabulary is
identify or defined from
the book
Two or less unknown
vocabulary words are
defined from the book
Four or more unknown
vocabulary words are
defined from the book

Graphic Organizer Not filled out correctly
Parts are filled out
correctly
Entire organizer is filled
out correctly

Total Score /10

A different Frayer Graphic Organizer is used for each unknown vocabulary word.









Created by: Leslie Jones
Lesson 5 Assessment:
Rubric for Making Connections Graphic Organizer

1 3 5 Score
Definition
Doesnt define making
connections with a text
Partially defines making
connections with a text
Completely defines
making connections with
a text

Connections
No connection is made
to the text or self
Only a text to self
connection made
or
Only a text to text
connection in made
but not both
Both a text to self and a
text to text connection is
made about the book

Graphic Organizer Not filled out correctly
Parts are filled out
correctly
Entire organizer is filled
out correctly

Total Score /15









Created by: Leslie Jones

Created by: Leslie Jones
Lesson 6 Assessment:
Rubric for Summarizing Graphic Organizer

1 3 5 Score
Definition
Doesnt define
summarizing
Partially defines
summarizing
Completely defines
summarizing

Summarize Text
No summary is made
about the text
Only a summary that
included beginning
middle and end
Or
Only a summary that has
main topic and key
details
Doesnt contain both
Summary which
includes beginning,
middle and end of a
story along with the
main topic and key
details of the story.

Graphic Organizer Not filled out correctly
Parts are filled out
correctly
Entire organizer is filled
out correctly

Total Score /15








Created by: Leslie Jones

Created by: Leslie Jones
Part VI: Content Sequencing and Instructional Strategies
Pre-instructional Strategy
In this module, the student will learn how to successfully comprehend a text at the kindergarten
grade level. The module is divided into six lessons. Lesson one will cover why we need to learn
how to comprehend a text. Lesson two will cover learning academic vocabulary that students
will need to know in order to successfully comprehend a text. Lessons three, four, five and six
cover strategies students will need to use in order to comprehend a text at the kindergarten grade
level.
Instructional Sequence
Sequence Description Objective
1 Describe reasons one should comprehend text 1
2 Define academic vocabulary 2
3 Demonstrate making predictions about a text 3
4 Identify unknown vocabulary from a text 4
5 Demonstrate making connections with a text 5
6 Demonstrate summarizing a text 6

This sequence builds concepts in a learning-related sequence. The learner will need to learn
basic academic vocabulary in order to demonstrate comprehension procedures in the lessons.
The sequence begins by building on facts that the learner is likely to be most familiar with and
then progresses to learning procedures that are less familiar. Last, the sequence allows the
learner to use topics and themes that interest them to address the comprehension procedures
during the lessons.
Lesson 1: Why We Comprehend Text
Objective 1: The student will describe reasons one should comprehend a text.
Objective 1A: The student will describe reasons to learn new information in text.
Objective 1B: The student will identify topics of interest.
Objective 1C: The student will describe how to apply new information gained from a
text.
Motivational Strategy: Ask students to draw or write something that they like to read or they
like to do outside of school. Students can use a web 2.0 drawing tool or the Educreations
application on an IPAD. Students will post responses on the discussion board.
UDL: The plan for differentiating this part of the lesson will be to use auditory voice recognition
for those students who are unable to read written directions and for those that can read text the
written directions will be available. (DiPietro, 2010)(Tunstall & Bull, 2012)
Initial Presentation: Students will use the provided link to view the Slide Share Presentation
that states the objectives for reasons to comprehend a text.
UDL: The plan for differentiating this part of the lesson will be to have both the written
objectives available for students who are readers and have the objectives available in spoken
form for those students who are non-readers. The students will be able to choose how they want
to review the lesson (orally or reading). (Rao & Tanners, 2011)
Generative Strategy: Students will go online and search for books using Kindle, Storia, Raz-
Kids or Tumblebooks to find books, themes and topics of interest. Students will make a personal
list of books, themes and topics of interest to share with others on the discussion board. Also on
the discussion board they will state why they would like to learn about these topics (example
would be: What new information would you like to learn from the text?)
UDL: The plan for differentiation is that students will be able to use IPADs or computers to
search for the information. Since all of these applications are available on both systems this will
give students the opportunity to choose what works best for them. (Morrison, Ross, Kalman, &
Kemp, 2012)
Lesson 2: Learning Academic Vocabulary
Objective 2: The student will define academic vocabulary for reading comprehension.
Objective 2A: The student will define text.
Objective 2B: The student will define illustrations of a text.
Objective 2C: The student will define vocabulary in a text.
Objective 2D: The student will define main topic of a text.
Objective 2E: The student will define key details of a text.
Initial Presentation: The students will use the provided link to watch a Slide Share presentation
which will include the word to define, a definition of the word and show an example using
illustrations. The presentation will be self-paced where the students can move forward or
backward to learn and review the academic vocabulary definitions.
UDL: The plan for differentiation is: 1) the students can choose to read the presentation on their
own or 2) listen to the presentation if they are non-readers. (Morrison, Ross, Kalman, & Kemp,
2012)
Generative Strategy: Students will practice each of the academic definitions by playing a
matching game where they will match the word with its definition and illustration. The students
will need to score 80% on the matching game to be successful.
UDL: The plan for differentiation is that the words and definitions that the students will be
matching will be available for students to listen to if they are non-readers, the graphics will be
age and ability appropriate and represent different cultural, ethnic and gender groups which will
help the students make a connection with the information. The students will also have the
opportunity to decide how many times they play the game to give them control over their
learning. (Morrison, Ross, Kalman, & Kemp, 2012)
Lesson 3: Making Predictions
Objective 3: The student will demonstrate making predictions about a text.
Objective 3A: The student will define prediction.
Objective 3B: The student will construct predictions about text looking at the cover of
the text.
Objective 3C: The student will predict the next part of a text based on clues in the text.
Objective 3D: The student will compare predictions with text while reading.
Initial Presentation: The student will use the provided link to watch a video of the teacher
modeling how to make predictions with a text. In the video, the teacher will allow the students
to pause the video in order to make predictions of their own. Students can then restart the video
to check to see if their predictions were acceptable using the clues. Several videos will be
available, using different types of text, with the teacher scaffolding the instruction and
demonstrating how to fill out the graphic organizer for making predictions.
UDL: The plan for differentiation is that there will not only be the auditory video, which
demonstrates the procedure for making predictions with text, but the text that the teacher uses in
each video will be available in an online version so that the students can interact with it while the
teacher is demonstrating the procedure. Another plan for differentiation is to have the transcript
of the video available for students who can read and would like to use this in their learning.
(Morrison, Ross, Kalman, & Kemp, 2012)
Generative Strategy: Students will be asked to practice the procedure for making predictions
about a text. The student will choose a text of interest to them. The student will make
predictions about the text using the cover and then document their predictions on the graphic
organizer. The students will stop every three to four pages and document other predictions on
the graphic organizer, supporting their predictions with clues found in the text. The graphic
organizer will be uploaded to the class drop box.
UDL: The plan for differentiation for this strategy is that the students who are non-readers can
use illustrations to document their predictions for their chosen text. Students will also be
allowed to record their predictions using a recording device and format that can be uploaded to
the class drop box. (Morrison, Ross, Kalman, & Kemp, 2012)
Lesson 4: Unknown Vocabulary
Objective 4: The student will analyze unknown vocabulary from a text.
Objective 4A: The student will identify unknown vocabulary in a text.
Objective 4B: The student will define unknown vocabulary from the text.
Objective 4C: The student will discuss unknown vocabulary from the text.
Initial Presentation: The students will use the provided link to view a video that demonstrates
how to identify the unknown vocabulary in a text. In the video presentation the teacher will
model how to define the unknown vocabulary using contexts clues and a dictionary. The video
demonstration will also include how to use a Frayer graphic organizer to document unknown
vocabulary with its definition. The vocabulary will then be discussed in the video to model how
to discuss unknown words.
UDL: The plan for differentiation is to have the text available for the students to look at during
the lesson. There will also be a transcript of the lesson for students who are readers and would
like to refer to the lesson. (Morrison, Ross, Kalman, & Kemp, 2012)
Generative Strategy: The students will choose a book of interest to them. They will read the
book and make a list of two or more unknown vocabulary words from the book that they dont
understand. The students will use the Frayer graphic organizer to define and illustrate the words.
The students will then share the unknown words on the class discussion board for others to learn
and discuss.
UDL: The plan for differentiation is to allow the students to listen to an audio of the book with
text included, if they are not readers, and use just illustrations in the Frayer graphic organizer if
they are unable to write the definition. The students can also record their discussion using voice
software during the discussion of the vocabulary, if they are not writers. (Morrison, Ross,
Kalman, & Kemp, 2012)
Lesson 5: Making Connections
Objective 5: The student will demonstrate making connections with a text.
Objective 5A: The student will define connections.
Objective 5B: The student will compare characters in a text with self or characters in
another text.
Objective 5C: The student will compare setting in a text with another setting.
Objective 5D: The student will compare events in a text with personal events or events in
another text.
Objective 5E: The student will compare facts in a text with facts from another text.
Initial Presentation: The student will use the link provided to watch a video of the teacher
modeling how to make connections with a text. During the video the teacher will provide times
for the students to stop the video and make either self to text connections or text to text
connections. After making the connections, the students can restart the video and make
comparisons of their connection with the connections made in the video. During the video the
teacher will be modeling how to make connections to the text as well as how to fill out the
graphic organizer used in making connections. Several videos will be available on a variety of
themes and interest all showing the making connections strategy. The teacher will scaffold the
strategy in each video to demonstrate the procedure.
UDL: The plan for differentiation is to provide a transcript of the video for students who are
readers and would like to refer to the information. Another plan for differentiation is to provide
an online version of the text used in the videos so that the students can have a copy to use while
watching the making connection strategy in the video. (Morrison, Ross, Kalman, & Kemp, 2012)
Generative Strategy: Students will be asked to practice making connections with a text and
document their connections on a graphic organizer. Students will choose a text to listen to or
read. After reading the text the students will use the graphic organizer to show text to self
connections and text to text connections. The graphic organizer will be uploaded to the class
drop box.
UDL: The plan for differentiation is that students who are not writers will be allowed to use
illustrations or audio recording that document their connections to the text. (Morrison, Ross,
Kalman, & Kemp, 2012)
Lesson 6: Summarizing a Text
Objective 6: The student will demonstrate summarizing a text.
Objective 6A: The student will define summarize.
Objective 6B: The student will restate a text in their own words.
Objective 6C: The student will distinguish beginning, middle and end of a text.
Objective 6D: The student will identify the main topic and key details of a text.
Objective 6E: The student will construct meaning using pictures and text.
Initial Presentation: Students will be asked to use the link to watch a video of a story being
read and summarized. During the video the teacher will point out the beginning, middle and end
of the text as well as identify the main topic and key details. The students will have the option of
watching more than one video on the procedure of summarizing a book and filling in a graphic
organizer. Each video will scaffold the process for the students.
UDL: The plan for differentiation for this lesson will be: 1) have the video available for students
to move through at their own pace, 2) have a transcript of the video available for students who
read and 3) have an online version of the texts that the teacher is using in the lessons available
for the students to look at while viewing the videos. (Morrison, Ross, Kalman, & Kemp, 2012)
Generative Strategy: Students will be asked to practice summarizing a text. They will choose
a text in which to listen or read. After reading the text the students will use the graphic organizer
demonstrated in the instructional video to summarize the text. The completed graphic organizer
will be uploaded to the class drop box.
UDL: The plan for differentiation in this lesson will be that students can listen to or read the text
of their choice depending on their comfort level and ability level with reading. Another plan for
differentiation will be giving the students who are not ready to write words the option of
illustrating their story summary with pictures or recording their summary and uploading it to the
class drop box. (Morrison, Ross, Kalman, & Kemp, 2012)
Reference List
Morrison, G. R., Ross, S. M., Kalman, H. K. & Kemp, J. E. (2013). Designing effective
instruction. Hoboken, NJ: John Wiley & Sons, Inc.
Rao, K. & Tanners, A. (2011). Curb cuts in cyberspace: Universal instructional design from
online courses. Journal of Postsecondary Education and Disability, 24(3), 211-229.
DiPietro, M. (2010) Virtual school pedagogy: The instructional practices of k-12 virtual school
teachers. Journal of Educational Computing Research, 42(3), 327-354.
Tunstall, M., & Bull, P. H. (2012). Using multimedia with kindergarten to increase homework
participation. Journal on School Educational Technology, 7(3), 31-38.
Instructional Design Documentation Part VII: Design of Instruction
Instructional Strategies Goals Objectives UDL Assessments
Lesson 1:
The student will find topics
they are interested in
learning to comprehend and
explain reasons for
comprehending the text.
Explain the reasons for
comprehending text.
Objective 1: The student
will describe reasons one
should comprehend a text.

1A: The student will
describe reasons to learn
new information in text.
1B: The student will
identify topics of interest.
1C: The student will
describe how to apply new
information gained from a
text.
Learners will be able to
choose to listen to the
presentation as well as
being able to read the
presentation.
Learners will be able to use
a choice of online source to
search for information on
topics of interest to them.
Learners will be able to
choose to record, dictate or
write about their topics of
interest to share with the
rest of the class on the class
discussion board.
Short Answer Quiz-
students will access the
quiz in Edmodo and answer
4 questions about
importance of reading
comprehension and topics
of personal interest.

Lesson 2:
The student will match
academic vocabulary with
its definition and
illustration using online
Define academic
vocabulary needed for
comprehending text.
Objective 2: The student
will define academic
vocabulary for reading
comprehension.

Learners will be able to
choose to read the
presentation on their own or
listen to the presentation.
Learners will have the
Matching quiz-students will
access the matching quiz in
Edmodo and match the
definition to the academic
vocabulary word and the
matching games. 2A: The student will define
text.
2B: The student will define
illustrations of a text.
2C: The student will define
vocabulary in a text.
2D: The student will define
main topic of a text.
2E: The student will define
key details of a text.
opportunity to view the
presentation with age
appropriate illustrations that
support the auditory and
written text.


illustration to the academic
vocabulary word.
Lesson 3:
The student will use a
graphic organizer to
document predictions about
a text.
Demonstrates making
predictions about a text.
Objective 3: The student
will demonstrate making
predictions about a text.

3A: The student will define
prediction.
3B: The student will
construct predictions about
text looking at the cover of
the text.
3B: The student will
predict the next part of a
Learners will be watching
videos that contain
captioned text that can be
read by students who are
readers.

Rubric for grading a
graphic organizer-after
choosing a text the students
will complete a graphic
organizer about making
predictions. The student
can use the graphic
organizer provided or create
their own. The rubric and
an example of the graphic
organizer will be available
for the students to know the
text based on clues in the
text.
3C: The student will
compare predictions with
text while reading.
information that needs to be
included in their graphic
organizer.
Lesson 4:
The student will identify,
define and discuss unknown
vocabulary from a text.
Analyze unknown
vocabulary from a text.
Objective 4: The student
will analyze unknown
vocabulary from a text.

4A: The student will
identify unknown
vocabulary in a text.
4B: The student will define
unknown vocabulary from
the text.
4C: The student will
discuss unknown
vocabulary from the text.
Learners will be watching
videos that contain
captioned text that can be
read by students who are
readers.


Rubric for grading a
graphic organizer-after
choosing a text the students
will complete a graphic
organizer on unknown
vocabulary words. The
student can use the graphic
organizer provided or create
their own. The rubric and
an example of the graphic
organizer will be available
for the students to know the
information that needs to be
included in their graphic
organizer.
Lesson 5:
The student will use a
Demonstrates making
connections with a text.
Objective 5: The student
will demonstrate making
Learners will be watching
videos that contain
Rubric for grading a
graphic organizer-after
graphic organizer to
document connections with
a text.
connections with a text.

5A: The student will define
connections.
5B: The student will
compare characters in a text
with self or characters in
another text.
5C: The student will
compare setting in a text
with another setting.
5D: The student will
compare events in a text
with personal events or
events in another text.
5E: The student will
compare facts in a text with
facts from another text.
captioned text that can be
read by students who are
readers.


choosing a text the students
will complete a graphic
organizer about making
connections with a text.
The student can use the
graphic organizer provided
or create their own. The
rubric and an example of
the graphic organizer will
be available for the students
to know the information
that needs to be included in
their graphic organizer.
Lesson 6:
The student will use a
graphic organizer to
document summarizing a
Demonstrate summarizing a
text.
Objective 6: The student
will demonstrate
summarizing a text.

Learners will be watching
videos that contain
captioned text that can be
read by students who are
Rubric for grading a
graphic organizer-after
choosing a text the students
will complete a graphic
text. 6A: The student will define
summarize.
6B: The student will
restate a text in their own
words.
6C: The student will
distinguish beginning,
middle and end of a text.
6D: The student will
identify the main topic and
key details of a text.
6E: The student will
construct meaning using
pictures and text.
readers.


organizer about
summarizing a text. The
student can use the graphic
organizers provided or
create their own. The
rubric and an example of
the graphic organizers will
be available for the students
to know the information
that needs to be included in
their graphic organizer.

Part VIII: Assessment of Design
Collecting learner data will be done using a Google Docs online form. The learners will
be given the link to the form and asked to give feedback on what they liked, didnt like or what
they would like to see or do next time. The Subject Matter Experts (SME) for the assessment of
this unit will be Danielle Lambert and Donna Barrick. Danielle Lambert is a kindergarten
teacher at Maple Lane. She has taught kindergarten for 5 years. Donna Barrick is a Special
Education teacher in kindergarten at Maple Lane. She has taught Special Education for 15 years
in Kindergarten, First Grade and Second Grade. The SMEs will be given full access to the
online class with interview questions to respond to using the Google Docs online form. The
SMEs will go through the online class and assess each part so that they can give feedback on
parts to keep, parts to change or parts to be adjusted.
Survey for Learners
1. How easy was it for you to view your lessons?
a. Very Easy
b. Easy
c. Not Easy
2. How easy was it for you to turn in your assignments?
a. Very Easy
b. Easy
c. Not Easy
3. How well did the videos help you learn the lessons?
a. Very Well
b. Well
c. Not Well
4. What did you like the most about doing this online class? (short answer)
5. What did you like the least about doing this online class? (short answer)
6. What would you change to make this class better? (short answer)


Interview Protocol for SME
1. Looking at the lessons in this unit, were there any Common Core Standards you feel were
not included that should have been included? If yes, please identify the standards.
2. After reviewing the unit, which lessons were easy and which lessons were more difficult
for the students to understand? How would you change these lessons to make them
acceptable for the students?
3. After reviewing the unit, are there other lessons that should be added to help with
learning reading comprehension strategies? Explain why you would or would not add
lessons to this unit.
4. After reviewing this unit, what activities or materials would you change to make them
more appropriate for kindergarten students?
5. How well do you feel the assessments showed understanding of reading comprehension
at a kindergarten level? If the assessment method didnt show understanding of reading
comprehension how would you change the assessment?
6. Looking at the pacing of the lessons how well do you feel it supports the students
understanding the skills for this unit? What changes need to be made in the pacing for
the students?
7. Looking at the resources in this unit, please explain how age appropriate you feel they
were and if enough variety was provided for kindergarten students. What resources do
you feel need to be added or change in this unit?
8. Looking at the Universal Design for Learning Principles tell me which ones you feel best
helped the students at this age and which ones should be changed or added.
9. Please give any other information that you feel will help improve this unit?
The data collected from these surveys will be captured using the Google Docs online form. I
will be able to access the results of the surveys through Google Docs. After the surveys and
interviews have been completed I will be able to look at the data using qualitative analysis to
understand the impressions of the unit from both students and the SMEs. I will also look at
student assessment results of each lesson using quantitative analysis to understand areas of
weakness in learning comprehension strategies. The data will be looked at to find common
opinions and achievement scores that will help identify successes with the unit and problems
with the unit. This information will be used to make needed changes in the unit so that it will be
useful, easy to understand for leaners and easy to navigate. Also, the data collected will help to
ensure that I am meeting all learners needs using the Universal Design for Learners (UDL).