Running Head: REPORT 3: INSTRUCTIONAL ANALSYIS OF THE DAILY 5 IN A 2ND

GRADE CLASSROOM

Report 3:
Instructional Analysis of The Daily 5 in a 2nd Grade Classroom
Madison J. Minor
Coastal Carolina University

REPORT 3: INSTRUCTIONAL ANALSYIS OF THE DAILY 5 IN A 2ND

GRADE CLASSROOM

Abstract
This is the 3rd part of an instructional analysis of a group of seventeen 2nd 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 outlined
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. Part Three will cover post-instructional components, such as characteristics of learners
that influence assessments and evaluation, summative assessments, evaluation materials, and
procedures used in the evaluation process.

REPORT 3: INSTRUCTIONAL ANALSYIS OF THE DAILY 5 IN A 2ND

GRADE CLASSROOM

Characteristics of Learners
There are several characteristics of learners which influence summative assessment and
evaluation. Below is each characteristic and how it specifically related to the learners in this
instructional design process.

Cognitive Ability
The cognitive ability of the learners in this instructional design process varied greatly.
There were 17 total students that could be categorized by above average cognitive ability,
average cognitive ability, and below average cognitive ability. 4 students have above average
cognitive ability, 11 students have average cognitive ability, and 2 students have below average
cognitive ability. This did make a difference in the instructional process, as the students with
below average cognitive ability had difficult completing the tasks that dealt with reading and
writing.

Self-Efficacy
Self-efficacy is the learners belief in his/her own abilities to perform the necessary tasks.
Some learners (14) had great self-efficacy and were very confident in their abilities. This was, in
part, due to having completed The Daily 5 process in the previous grades. Their confidence did
make a difference in their performance; the students with high self-efficacy asked less questions
of the instructor and stayed on task during independent activities. The learners who had low selfefficacy (3) did not complete the activities with as much confidence. Their low self-efficacy was
due to being new to the school and lack of encouragement from home.

Motivation
The learners were both intrinsically and extrinsically motivated. The learners who were
intrinsically motivated (7) are consistent with their motivation. They try their hardest in all
subject areas and strive to get good grades. All learners were extrinsically motivated by being

REPORT 3: INSTRUCTIONAL ANALSYIS OF THE DAILY 5 IN A 2ND

GRADE CLASSROOM

rewarded with a treasure box treat at the end of the week if all of The Daily 5 activities were
completed properly.

Expectations
The learners set expectations before the entire process even began. Some of their
expectations included: thorough modeling of the process by the instructor, a safe learning
environment, continued support from the instructor, immediate feedback, and praise. The
instructor met the learners expectations, which allowed the learners to effectively perform The
Daily 5 activities. Expectations were also set for the learners by the instructor, such as fulfilling
the instructional goal and trying their best, and they strived to meet these expectations.

Affinity for or Commitment to Company

The learners do have affinity for their school, especially for their teacher. They are eager
to please their teacher and administration. Even though they are only in 2nd grade, they know that
their behavior and academic performance are a direct reflection on the school and the district.

Summative Assessments/Evaluations Used to Measure

Learning
According to the text on page 343, summative evaluation is the process of collecting
data and information to make decisions about whether the instruction actually works as intended
in the performance context (Dick, Carey and Carey, 2015). There are two phases of the
summative evaluation process: the Expert Judgment Phase and the Impact Phase. Listed below
are the analyses performed in the Expert Judgment Phase of Summative Evaluation:

Congruence Analysis
The congruence analysis allowed the evaluator to determine if the needs and goals of the
organization were congruent with those in the instruction.

REPORT 3: INSTRUCTIONAL ANALSYIS OF THE DAILY 5 IN A 2ND

GRADE CLASSROOM

Instruction reviewed: Implementation of The Daily 5 framework in a 2nd

grade classroom
Reviewer: Madison Minor
Color red level of congruence observed
1 = Not congruent, 2 = Some congruence, 3 = Mostly congruent, 4 = Right
on
Statement of
Organizations
Instructional
Level of
Reviewers
Characteristics
Materials
Congruence
Comments
Goals and main
Organizations
Stated goals and 1
2
3
4
objectives clearly
instructional
objectives in
stated
needs (goals and materials
main objectives)
Entry skills clearly
Entry skills of
Stated entry
1
2
3
4
stated
organizations
skills for learners
target group
Characteristics of
Characteristics of Stated
1
2
3
4
target group clearly
organizations
characteristics of
stated
target group
learners and
contexts
Characteristics of
Characteristics of Accommodated
1
2
3
4
performance context
performance
in instruction
clearly stated
context
Resources were
Organizations
Costs within
1
2
3
4
within budget, but
resources
budgeted
laptop computers
availability for
amount
were limited.
implementing
instruction

Content Analysis
The purpose of the content analysis, as stated on page 347, is to determine the accuracy,
currency, and completeness of materials for the organizations stated goals (Dick, Carey and
Carey, 2015). Below is the content analysis of The Daily 5 implementation in a 2nd grade
classroom:

REPORT 3: INSTRUCTIONAL ANALSYIS OF THE DAILY 5 IN A 2ND

GRADE CLASSROOM

Goal Statement: Provided with a choice of The Daily 5 activities and materials, 2nd grade
students will choose an activity and properly perform it for 20 minutes.

Instructional materials reviewed: 2nd Grade Classroom (The Daily 5)

Reviewer: Madison Minor
Rate each subordinate skills within the instruction as: color red
1 = Not included, 2 = Included, 3 = Congruent
Subordinat
Linked to
Included
e Skills
Content
Content
Job
on
Reviewers
Statement Accurate
Complete
Analysis
Posttest
Comments
1
1
2
3 1
2
3 1
2
3 1
2
3
1a
1
2
3 1
2
3 1
2
3 1
2
3
2
1
2
3 1
2
3 1
2
3 1
2
3
2a
1
2
3 1
2
3 1
2
3 1
2
3
2b
1
2
3 1
2
3 1
2
3 1
2
3
3
1
2
3 1
2
3 1
2
3 1
2
3
3a
1
2
3 1
2
3 1
2
3 1
2
3 Not included
in post-test

3b
4
4a
4b
4c
4d
5
5a
6
6a

1
1
1

2
2
2

3
3
3

1
1
1

2
2
2

3
3
3

1
1
1

2
2
2

3
3
3

1
1
1

2
2
2

3
3
3

1
1
1
1
1
1
1

2
2
2
2
2
2
2

3
3
3
3
3
3
3

1
1
1
1
1
1
1

2
2
2
2
2
2
2

3
3
3
3
3
3
3

1
1
1
1
1
1
1

2
2
2
2
2
2
2

3
3
3
3
3
3
3

1
1
1
1
1
1
1

2
2
2
2
2
2
2

3
3
3
3
3
3
3

Not accurate
for 2nd grade

Not included
in post-test

REPORT 3: INSTRUCTIONAL ANALSYIS OF THE DAILY 5 IN A 2ND

GRADE CLASSROOM
6b

6c
Total

1
2
95%

1
2
100%

1
2
100%

1
2
84%

Not included
in post-test

Design Analysis
The design analysis focuses on motivation, types of learning, and instructional strategies.
The evaluator must determine if the instruction possesses various types of each in order to reach
all types of learners.
Instructional materials reviewed: 2nd Grade Classroom (The Daily 5)
Reviewer: Madison Minor
Rate each subordinate skills within the instruction as:
1 = Not included, 2 = Somewhat included, 3 = Adequately Addresses
Motivation (ARCS)
ARCS
Question Areas for
Reviewers
Motivational
Summative Evaluation
Ratings
Comments
Model
Modeling and
Attention
Are strategies used to gain
1
2
3
practice
and maintain the learners
attention?
Instruction
Relevance
Is the instruction relevant for
relevant
target group?
1
2
3
Are learners informed and
convinced of the relevance?
1
2
3
Additional
Confidence
Are learners likely to be
1
2
3
praise and
confident at the outset and
encourageme
throughout instruction so
nt could help
that they can succeed?
learners
confidence
Learners
satisfied from
experience

Satisfaction

Are learners likely to be

1
2
3
satisfied from the learning
experience?
Types of Learning (Are all learning types targeted?)
Learning Types
Ratings
Reviewers Comments
Practice and rehearsal
Intellectual Skills
1
2
3
Verbal Information

Attitudes

Motor Skills

reflect application of
intellectual skills
Include verbal practice with
elaboration and cues
Desired behaviors clearly
described
Visual presentation

REPORT 3: INSTRUCTIONAL ANALSYIS OF THE DAILY 5 IN A 2ND

GRADE CLASSROOM
Instructional Strategies
Learning Components
Ratings
I. Preinstructional
A. Initial motivation
1
2
B. Objectives
1
2
C. Entry Skills
1
2
II. Information
Presentation
1
2
A. Organizational
1
2
Structures
B. Elaborations
III. Learner Participation
A. Relevant Practice
1
2
B. Feedback
1
2
IV. Follow-Through
Activities
A. Memory Aids
B. Transfer Strategy

1
1

2
2

Reviewers Comments
3
3
3

All present

3
3

Visual aids organized and

easy for students to
understand
Additional elaborations
needed

3
3

Students are provided with

relevant practice and
feedback

3
3

Memory aids not present

Impact Analysis
Learners were asked to complete surveys about The Daily 5 in order to determine the
impact analysis. The evaluator also conversed with learners through informal interviews and
observed the learners through video and reflection. Below is the survey the learners completed:

REPORT 3: INSTRUCTIONAL ANALSYIS OF THE DAILY 5 IN A 2ND

GRADE CLASSROOM

Below are the results of the survey completed by the learners in the impact analysis phase of
evaluation:

REPORT 3: INSTRUCTIONAL ANALSYIS OF THE DAILY 5 IN A 2ND

GRADE CLASSROOM

Evaluation Materials
The following materials were used to perform the summative evaluation:

Laptop computer

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REPORT 3: INSTRUCTIONAL ANALSYIS OF THE DAILY 5 IN A 2ND

GRADE CLASSROOM

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o Content, design, learning evaluation completed on laptop

o Learner survey completed on laptops
Microsoft Word
o Evaluations created and completed by evaluator using Word
Video camera
o The Daily 5 process recorded to assist with evaluation
o Students interviewed on camera
www.surveymonkey.com
o Students took survey on laptop using website www.surveymonkey.com
Paper/pencils
o Interviews/observations recorded

Procedures Used in Evaluation Process

The evaluation process was completed over a 2 week period, during the weeks of
November 21-25, 2015 and November 30-December 4, 2015. The Expert Judgment Phase
(content, design, and instructional process analyses) was completed by the evaluator during the
week of November 21-25, 2015. This portion of the evaluation process was done in the 2nd
grade classroom using a video camera. The evaluator then reviewed the video footage to
complete summative evaluations. Concerns to be addressed included the teacher providing more
assistance to learners and not all subskills being included in post-test.
The second part of the evaluation process, the Impact Analysis Phase, was completed
during the week of November 30-December 4, 2015. The evaluator observed, videotaped,
interviewed learners, and made brief notations. The learners then completed a survey using
www.surveymonkey.com. The survey and results are included in the previous section.

Conclusion
This completes the third and final part of the instructional analysis on 2nd grade students
and The Daily 5 literacy structure. All aspects of student learning and the context of instruction

REPORT 3: INSTRUCTIONAL ANALSYIS OF THE DAILY 5 IN A 2ND

GRADE CLASSROOM
will continue to be analyzed. Any changes to revise the instructional process will be made as
needed.

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

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