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Running Head: REPORT 2: INSTRUCTIONAL ANALSYIS OF THE DAILY 5 IN A 2 ND GRADE CLASSROOM

Report 2:

Instructional Analysis of The Daily 5 in a 2 nd Grade Classroom Madison J. Minor Coastal Carolina University

REPORT 2: INSTRUCTIONAL ANALSYIS OF THE DAILY 5 IN A 2 ND GRADE CLASSROOM

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Abstract This is the 2 nd part of an instructional analysis of a group of seventeen 2 nd grade students and the

implementation of The Daily 5 literacy structure during the English Language Arts block. Part

One consisted of the context of instructional analysis, rationale for selection of context,

description of context and learners, performance context of learners and implementations for

instruction, goal analysis, subskills analysis, and entry behaviors analysis. Part Two will outline

performance objectives, sample assessments, instructional sequence, pre-instructional activities,

examples of each objective, practice and feedback for each objective, strategies for teaching each

objective, media selections and rationale for delivery, and pre- and post-tests to provide

feedback.

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Performance Objectives

As stated on page 118, a performance objective is "a detailed description of what students

will be able to do when they complete a unit of instruction" (Dick, Carey and Carey, 2015). An

objective consists of three main parts:

describes the skill identified in the instructional analysis - what the learner will do (B)

describes the condition (CN)

describes the criteria used to evaluate (CR)

Listed below are the steps of the instructional process and a coinciding objective. For each

step, a behavior, condition, and criteria were applied.

Step: Choose one of the five activities. Performance objective: Provided with a choice of The Daily 5 activities in a classroom setting (CN), choose one activity (B). Decide which activity needs to be completed and properly move name clip to that activity (CR).

Step: Retrieve equipment needed to perform the activity chosen. Performance objective: Provided with the equipment needed for all activities (CN), choose which equipment is suitable for the activity chosen (B). Successfully obtain the equipment and use it to perform the activity chosen (CR).

Step: Find designated spot in the classroom to perform the activity chosen. Performance objective: Provided with adequate work spaces in the classroom (CN), choose which spot is best suited for the activity chosen (B). Successfully move to the spot selected and perform activity chosen (CR).

Step: Complete activity over a 20 minute period. Performance objective: Provided with adequate and uninterrupted time to work (CN), diligently work on activity chosen for 20 minutes (B). Successfully complete the activity without interrupting teacher or classmates (CR).

Step: Clean up materials. Performance objective: Provided with knowledge of specific areas where equipment belongs (CN), properly place equipment where it belongs (B). Put equipment in its designated spot without assistance (CR).

Step: Record activity on checklist. Performance objective: Provided with a paper checklist (CN), record which activity was performed (B). Record activity without being prompted (CR).

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Sample Assessments for Each Objective

The performance objectives require students to perform psychomotor skills, so a checklist

is most appropriate to determine if students reached these objectives. Listed below are the

objectives followed by the items on the checklist that pertain to each:

Performance objective: Provided with a choice of The Daily 5 activities in a classroom setting, choose one activity. Decide which activity needs to be completed and properly move name clip to that activity.

Assessment items:

Skill(s)

Yes

No

Student independently chooses one activity.

Student moves clip to activity chosen.

Performance objective: Provided with the equipment needed for all activities, choose which equipment is suitable for the activity chosen. Successfully obtain the equipment and use it to perform the activity chosen.

Assessment items:

Skill(s)

Yes

No

Student independently chooses equipment for activity.

Student obtains equipment needed.

Performance objective: Provided with adequate work spaces in the classroom, choose which spot is best suited for the activity chosen. Successfully move to the spot selected and perform activity chosen.

Assessment items:

Skill(s)

Yes

No

Student independently chooses designated work spot.

Student moves to spot in classroom.

Performance objective: Provided with adequate and uninterrupted time to work, diligently work on activity chosen for 20 minutes. Successfully complete the activity without interrupting teacher or classmates.

Assessment items:

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Skill(s)

Yes

No

Student stays on task and performs activity independently for 20 minutes.

Student works without interrupting teacher or classmates.

Performance objective: Provided with knowledge of specific areas where equipment belongs, properly place equipment where it belongs. Put equipment in its designated spot without assistance.

Assessment items:

Skill(s)

Yes

No

Student cleans up materials without assistance.

Performance objective: Provided with a paper checklist, record which activity was performed. Record activity without being prompted.

Assessment items:

Skill(s)

Yes

No

Student independently records activity on checklist.

Instructional Sequence

As stated on page 223, “the instructional sequence for a goal should, of course, logically

be sequenced from the left, or the beginning point, and proceed to the right” (Dick, Carey and

Carey, 2015). The most rational sequence would be to start with the subordinate skills for step 1,

followed by step 1, the subordinate skills for step 2, step 2, and so on. Below is the sequence of

skills that students should follow to successfully move through each step:

Subskill 1a: Know what the 5 skills are. Step 1: Choose one of the five activities. Subskill 2a: Know which equipment is needed for each activity. Subskill 2b: Know where equipment is located. Step 2: Retrieve equipment needed to perform the activity chosen. Subskill 3a: Know where areas to perform activities are located in classroom.

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Subskill 3b: Know how to choose which area is best for each activity.

Step 3: Find designated spot in classroom to perform activity. Subskill 4a: Know how to read, write, speak, and listen. Subskill 4b: Know how to operate equipment. Subskill 4c: Have stamina to perform one activity for 20 minutes. Step 4: Complete activity over 20 minute period. Subskill 5a: Know where materials are stored. Step 5: Clean up materials. Subskill 6a: Know how to write. Subskill 6b: Know where checklists are located. Subskill 6c: Understand how checklist is organized. Step 6: Record activity on checklist.

Pre-instructional Activities

In the table below I have highlighted learning components in the left column and the

instruction in the right column. This instruction will introduce students to The Daily 5 process

and highlight motivation materials to peak students’ interest.

Learning Component

Instruction

Introduction/motivation

As you know, we learn many things in 2 nd grade. We have been doing literacy stations, but today you are going to learn about a new way to do these stations and it is called The Daily 5. You are already great readers, writers, speakers, and listeners, so the activities in The Daily 5 will allow you to show what you know how to do. One really neat component of The Daily 5 is that you get to choose your activities. You will get to choose from Read to Self, Listen to Reading, Read to Someone, Word Work, and Work on Writing. Each day you will get to choose 3 of these activities in any order that you wish. The more you practice the activities, the better your stamina will be. This process will teach you to work independently and become better readers and writers.

If I see you working hard and trying your best on your activities,

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I will move your behavior clip up to the next level. I am looking for

 

your best work!

Linking to previous skills

I have already heard all of you read and you are becoming great readers. I have also read your writing, listened to you speak, and watched you listen to your classmates. You already know how to do all of the skills required for you to be successful in The Daily 5. I will help you improve these skills and I will work with you throughout the entire process. By the end of the school year, you

will be experts at this process and ready for 3 rd grade!

Session objectives

For today’s session, I am going to introduce you to each activity.

We will practice choosing an activity, retrieving the materials needed, finding a good spot to work, doing the activity for a few minutes, and recording your activities on a checklist. When we are finished today, you will know everything you need to know in order to perform The Daily 5 activities. Our goals for our “practice session” today are:

You will choose an activity.

You will get the materials you need for that activity.

You will move to a good spot in the classroom to perform

that activity. You will do the activity independently.

You will clean up your materials.

You will record your activity on the checklist.

Information and Example for Each Objective

I have listed the performance objectives below, with visuals to go with each. Students

will also have visual cues in the classroom to remind them the order of objectives and what is

required for each one.

Provided with a choice of The Daily 5 activities in a classroom setting, choose one activity. Decide which activity needs to be completed and properly move name clip to that activity.

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REPORT 2: INSTRUCTIONAL ANALSYIS OF THE DAILY 5 IN A 2 GRADE CLASSROOM 8 Provided with

Provided with the equipment needed for all activities, choose which equipment is suitable for the activity chosen. Successfully obtain the equipment and use it to perform the activity chosen.

REPORT 2: INSTRUCTIONAL ANALSYIS OF THE DAILY 5 IN A 2 GRADE CLASSROOM 8 Provided with

Provided with adequate work spaces in the classroom, choose which spot is best suited for the

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activity chosen. Successfully move to the spot selected and perform activity chosen.

REPORT 2: INSTRUCTIONAL ANALSYIS OF THE DAILY 5 IN A 2 GRADE CLASSROOM 9 activity chosen.

Provided with adequate and uninterrupted time to work, diligently work on activity chosen for 20 minutes. Successfully complete the activity without interrupting teacher or classmates.

REPORT 2: INSTRUCTIONAL ANALSYIS OF THE DAILY 5 IN A 2 GRADE CLASSROOM 9 activity chosen.

Provided with knowledge of specific areas where equipment belongs, properly place equipment

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where it belongs. Put equipment in its designated spot without assistance.

REPORT 2: INSTRUCTIONAL ANALSYIS OF THE DAILY 5 IN A 2 GRADE CLASSROOM 10 where it

Provided with a paper checklist, record which activity was performed. Record activity without being prompted.

REPORT 2: INSTRUCTIONAL ANALSYIS OF THE DAILY 5 IN A 2 GRADE CLASSROOM 10 where it

Practice and Feedback for Each Objective

According to the text on page 140, “practice tests enable learners to rehearse new

knowledge and skill and to judge for themselves their level of understanding and skill” (Dick,

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Carey and Carey, 2015). Since practice tests are designed for student rehearsal and reflection,

and are often contain fewer skills than the pre- or post-test, the practice test created for this

instruction is a student reflection checklist. This will enable my students to identify areas of

concern and for me to provide appropriate feedback and direction.

Practice Test Directions: On a scale from 1-5 with 1 being not comfortable at all and 5 being very comfortable, rate each item:

I know what the 5 activities are and can choose one.

1

2

3

4

5

I can locate the equipment for each activity.

1

2

3

4

5

I can choose an area to work quietly and independently

1

2

3

4

5

I can work quietly for 20 minutes on the activity I chose.

1

2

3

4

5

I can clean up the equipment and materials when I am finished.

1

2

3

4

5

I can record my activity on the checklist.

1

2

3

4

5

I need help with:

Teacher comments:

Strategies for Teaching Each Objective

Most of the skills the students are to demonstrate in this instructional analysis are

psychomotor skills, so “it is critical that the learners are confident they can perform the skill,

have seen the skill performed, and have ample opportunities to practice with appropriate

feedback” (Dick, Carey and Carey, 2015). The best approach for this analysis is the cognitive

instructional strategy.

Performance Objective 1

Student Grouping and Media Selections: Students will work independently to reach this objective. Modeling will be whole-group, but students will practice independently. Oral

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feedback will be provided.

Objective 1: Provided with a choice of The Daily 5 activities in a classroom setting, choose one activity. Decide which activity needs to be completed and properly move name clip to that activity.

Content Presentation

Content: Students must have background knowledge of The Daily 5 activities: Listen to Reading, Read to Self, Read to Someone, Word Work, and Work on Writing. The first step of this process is to choose an activity. Once they choose one of the five activities, they will move their name clip to that activity sign.

Personal Actions

  • 1. Choose activity.

  • 2. Move name clip to poster for that activity.

Student Participation

Practice Items and Activities

  • 1. Introduce students to each activity, modeling each. The five activities in The Daily 5 are Listen to Reading, Read to Self, Read to Someone, Word Work, and Work on Writing. I am going to show you how to perform each one. Move around room to model.

  • 2. Call students one at a time to choose one of the activities and move clips. Once you choose an activity, you need to move your name clip to the sign that has that activity written on it. We will now practice getting your clip from the basket and clipping it on an activity sign.

Feedback: Provide oral feedback to students to encourage them to perform activities in a timely fashion.

Performance Objectives 2 and 5 (clustered)

Student Grouping and Media Selections: Students will work independently to reach these objectives. Modeling will be whole-group, but students will practice independently. Oral feedback will be provided. Objective 2: Provided with the equipment needed for all activities, choose which equipment is suitable for the activity chosen. Successfully obtain the equipment and use it to perform the activity chosen. Objective 5: Provided with knowledge of specific areas where equipment belongs, properly place equipment where it belongs (when cleaning up). Put equipment in its designated spot without assistance.

Content Presentation

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Content: Once students have chosen their The Daily 5 activities, they must decide which equipment is used for each. This can include but is not limited to: laptop computers, desktop computers, headphones, Promeathean board, textbooks, writing journals, and pencils. They must know where all materials are located and they must know how to clean up the materials.

Personal Actions

  • 1. Decide which equipment are needed for the activity chosen.

  • 2. Retrieve equipment.

  • 3. Take equipment to seat or other designed work spot in the classroom.

  • 4. Put equipment away.

Student Participation

Practice Items and Activities

  • 1. Introduce students to location of materials. Once you decide your activity, you must get the materials you need for that activity. Some materials are located at your seat and others, such as computers and headphones, are located on the back table. The

Promethean board is at the front of the room. Move around room to show where all materials are located.

  • 2. Call students one at a time to obtain materials.

  • 3. Model how to clean up materials. Once you perform your activity, you will need to clean up all materials. For example, you must wrap the headphones, plug the laptops back in, and return all textbooks. You will need to put everything back in the exact place you found it.

Feedback: Provide oral feedback to students to encourage them to obtain and return materials in a timely fashion.

Performance Objectives 3 and 4 (clustered)

Student Grouping and Media Selections: Students will work independently to reach these objectives. Modeling will be whole-group, but students will practice independently. Oral feedback will be provided. Objective 3: Provided with adequate work spaces in the classroom, choose which spot is best suited for the activity chosen. Successfully move to the spot selected and perform activity chosen. Objective 4: Provided with adequate and uninterrupted time to work, diligently work on activity chosen for 20 minutes. Successfully complete the activity without interrupting teacher or classmates.

Content Presentation

Content: Once students have chosen their The Daily 5 activities and have retrieved equipment, they must decide where to work in the classroom and perform the activity for 20 minutes independently. They may work at their desk, on the carpet, at the computer table, or at the Promethean board.

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Personal Actions

  • 1. Choose a spot in the classroom to perform activity.

  • 2. Take equipment to that spot.

  • 3. Perform activity for 20 minutes.

Student Participation

Practice Items and Activities

  • 1. Introduce students to ideal work spaces. Once you choose your activity and retrieve the equipment you need, you must choose a spot to work. The spot should be far enough

away from your classmates so that you do not become distracted. You may work at your desk, at the computer table, on the carpet, or at the Promethean board. Walk around room to model to students where to work.

  • 2. Encourage students to get started quickly and work independently. Once you have found your spot, you should work on building your stamina to work for the entire 20 minutes. I can assist you if needed, but you should try to work for the entire time on

your own.

Feedback: Provide oral feedback to students to encourage them to find a spot in a timely fashion. Encourage independent work and for students to try to complete the activity without assistance. Remind students to only interrupt teacher (who will be working with a group of students) if is necessary.

Performance Objective 6

Student Grouping and Media Selections: Students will work independently to reach this objective. Modeling will be whole-group, but students will practice independently. Oral feedback will be provided.

Objective 6: Provided with a paper checklist, record which activity was performed. Record activity without being prompted.

Content Presentation

Content: Once students have completed their activity, they should record the activity on a paper checklist. They will do this for each activity every day.

Personal Actions

  • 1. Obtain checklist from bin.

  • 2. Write date.

  • 3. Check activity completed.

Student Participation

Practice Items and Activities

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  • 1. Model for students how to obtain checklist and check off activity. Once you have completed your activity, you should get your checklist from the bin. Take it to your seat and write today’s today in the left column. Check which activity you performed. Leave your checklist at your desk until the end of The Daily 5.

Feedback: Provide oral feedback to students to encourage them to retrieve checklist. Check to make sure students know how to write date.

Media Selections and Rationales for Delivery of Instruction

The delivery system will be traditional classroom delivery of instruction. The instructor

will demonstrate the skills that will be assessed and the students will practice these skills with

immediate feedback. This was chosen because of the age of the students (ages 7 and 8) and

because not all students have internet access at home. The students need assistance because of

the numerous steps in The Daily 5 process, so it is best if the instructor is there to model and

provide constant supervision and guidance. This delivery system was also chosen because the

skills students must exhibit are psychomotor skills and practice and feedback are required in the

actual environment in which these skills will be executed. As stated on page 227, “when

psychomotor learning includes practice with real objectives, a peer, a coach, or an instructor is

often required for feedback” (Dick, Carey and Carey, 2015).

If laptop computers are eventually provided for students to take home, the media

selection and delivery system will change. Demonstration videos accessed via the instructor’s

website will be the delivery of instruction. The students will then be able to access the

instructional videos, practice at home and at school, and receive feedback (either face-to-face or

digitally).

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Pre-and Post-tests Used to Provide Formative Data

The skills being assessed in this instructional analysis are psychomotor skills, so the pre-

and post-tests will not be written tests, but rather, checklists and rating scales that will be

completed by the instructor. Listed below is the pre-test that determines where students stand in

comparison to the terminal objectives.

Pre-Test

The pre-test will provide the instructor with a general consensus of students’ knowledge

and skills in relation to The Daily 5. The instructor will check “Yes” or “No” for each general

skill listed below.

Skill

Yes

No

The student chooses one activity and moves name clip to that activity.

The student chooses which equipment is suitable for the activity chosen and obtains it.

The student chooses which spot is best suited for the activity chosen and moves to the spot selected.

The student works independently for 20 minutes on activity chosen.

The student properly places equipment back in storage place.

The student records activity on checklist.

Post-Test

For the post-test, students will be rated on a scale from 0-3 with 0 being the minimum

score for each skill and 3 being the maximum score for each skill. The minimum total score a

student can score is 0 and the maximum score is 48.

Skill assessed

0

1

2

3

  • 1. Student’s knowledge of

Student does not

Student can

Students can

Student can

the 5 activities.

know what the

identify 1-2

identify 3-4

identify all 5

activities are.

activities.

activities.

activities.

  • 2. The student chooses one of the five activities in a timely fashion.

Student is unable to choose an activity.

Student chooses an activity but takes 3-5 minutes.

Student chooses an activity but takes 1-2 minutes.

Student chooses an activity within 1 minute.

  • 3. The student knows

Student does not

Student can

Student can

Student can

which equipment is

know which

identify

identify

identify

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needed for each activity.

equipment is

equipment for 1-2

equipment for 3-4

equipment for all

needed.

activities.

activities.

5 activities.

  • 4. The student knows where equipment is located.

Student does not know where equipment is located.

Student can locate equipment for 1-2 activities.

Student can locate equipment for 3-4 activities.

Student can locate equipment for all 5 activities.

  • 5. The student retrieves

Student does not

Student retrieves

Student retrieves

Student retrieves

equipment needed to

retrieve

equipment with

equipment but

equipment

perform the activity

equipment for

assistance.

takes several

quickly (<3

chosen.

activity.

minutes (>3

minutes).

minutes).

  • 6. The student knows

Student does not

Student needs

Student locates

Student locates

where areas to perform

know areas to

assistance

areas but takes

areas quickly and

activities are located in classroom.

work.

locating areas.

several minutes.

quietly.

  • 7. The student knows how

Student does not

Student chooses

Student chooses

Student chooses

to choose which area is

know how to

area with

area on own in

which area is

best for each activity.

choose area.

assistance.

>5 minutes.

best for each activity in <5 minutes.

  • 8. The student finds designated spot in classroom to perform activity.

Student does not go to designated area.

Student needs assistance moving to area.

Student goes to activity but takes several minutes.

Student goes to designated area.

  • 9. The student is able to

Student cannot

Student needs

Student needs

Student can read,

independently read,

read, write,

maximum

minimal

write, speak, and

write, speak, and listen.

speak, or listen.

assistance

assistance

listen on own.

reading, writing,

reading, writing,

speaking, or

speaking, or

listening.

listening.

10.The student knows how

Student cannot

Student operates

Student operates

Student operates

to operate equipment.

operate

equipment with

equipment with

equipment on

equipment.

maximum

minimal

own.

assistance.

assistance.

11.The student has stamina

Student has

Student has

Student has

Student has

to perform one activity

stamina to

stamina to

stamina to

stamina to

for 20 minutes.

perform activity

perform activity

perform activity

perform activity

for >5 minutes.

for 6-12 minutes.

for 13-19

for 20 minutes.

minutes.

12.The student completes activity over 20 minute period.

Student does not complete activity in 20 minutes.

Student completes less than half of

Student completes more than half of

Student completes whole activity in 20

activity in 20

activity in 20

minutes.

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minutes.

minutes.

13.The student knows where materials are stored.

Student does not know where materials are stored.

Student can locate materials for 1-2 activities.

Student can locate materials for 3-4 activities.

Student can locate materials for all 5 activities.

14.The student cleans up materials.

Student does not clean up materials.

Student cleans up materials for 1-2 activities.

Student cleans up materials for 3-4 activities.

Student cleans up materials for all 5 activities.

15.The student knows

Student cannot

Student locates

Student locates

Student locates

where checklists are

locate checklist.

checklist but

checklist but

checklist is less

located.

takes 3-5

takes 1-2

than 1 minute.

minutes.

minutes.

16.The student understands

Student does not

Student records

Student records

minutes.

Student records

how checklist is

record activities.

activities with

activity

each activity

organized and can

assistance.

independently

properly in <5

record activity on checklist.

but takes >5

minutes.

Totals

Conclusion

This completes the second part of the instructional analysis on 2 nd grade students and The

Daily 5 literacy structure. All aspects of student learning and the context of instruction will

continue to be analyzed and revised. Any changes to allow students to reach the instructional

goal will be made as needed.

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References Dick, W., Carey, L. & Carey, J.O. (2015). The systematic design of instruction. (8th ed.). New

York: Pearson.