FRIT 7231 Instructional Design

Design Document

Kristin Purvis

Dr. Melissa Purcell

Spring 2017
Identification of Learning Problem

Georgia’s Lottery Pre-K program, referred to as “Bright from the Start”, was designed to

prepare four year olds for Kindergarten. Having taught in the Pre-K classroom for six years, I

know that each year the twenty-two students entering this program come from widely varying

education levels. The State put in place a Classroom Assessment Scoring System designed to

help teachers improve the effectiveness of their classroom interaction. One standard of this

scoring system is the student’s ability to identify parts of a book and its story. Students need to be

able to identify the parts of a book including the cover, author, and illustrator. They must also be

able to identify the characters and setting of the book.

Having moved into the position of media specialist, I now have an opportunity to

collaborate with our Pre-K staff to ensure that the students are able to meet the above standard.

During a recent story time with one Pre-K classroom, only approximately half of the twenty-two

students were able to identify the parts of the book or identify characters and settings. This

percentage would not satisfy the recommended requirements of the “Bright from the Start”

program.

After identifying this learning problem, I believe my weekly story time in the media

center can assist the Pre-K classroom teacher in achieving a higher proficiency in this area.

While the optimal goal of the State would be a 100% proficiency in this Pre-K assessment

standard, my goal is that 90% of the students will be able to correctly identify the cover, author,

illustrator, characters and settings of a book. I feel that by combining my Early Childhood

Certification, six years in the Pre-K classroom and current media center position, it places me in

a unique position to assist our current Pre-K teachers in achieving this one State standard.
Learner Analysis

General Characteristics

Students entering Bright from the Start, Georgia’s Lottery funded Pre-K program, must

turn four on or before September 1 of that school year. In addition, they must live in the state of

Georgia. In a Pre-K classroom at Bulloch Academy, there are 22 students consisting of 9

females and 13 males. The students range in age from 4-5. There is one set of male twins in this

class. 20 of the students live in Bulloch County, 1 in Jenkins County and 1 in Candler County.

The class is made up of 3 different ethnicities: 2 Asian, 2 African American, 18 Caucasian

students. 20 out of the 22 students are English speaking while the other two speak Korean with

English being their second language. Three of the students in this class come from single parent

homes.

Disabilities

Two male students receive services from the county speech therapist twice a week. These

two males are the twin brothers in this class. One of the female students wears glasses to correct

her vision.

Entry Characteristics

Students entering Bright from the Start have little to no prior knowledge of identifying

the parts of a book and its story. As part of the program curriculum, the teacher reads to the

students at least 2 books per day, additionally once a week students go to the media center story

time. After multiple large group reading activities, the results from observations and interviews

with all students showed that 50% of the class was familiar with identifying parts of a book

including cover, author, and illustrator. Regarding the setting and characters of the stories, 50%

were able to identify the setting and 100% were able to identify the characters.
Task Analysis

In the identification of this learning problem, focus is needed on the content and how the

instruction is delivered. “A topic analysis indentifies the content that is the focus of the intended

instruction and it identifies the structure of its components.” (Morrison, Ross, Kalman & Kemp,

77) As this task is focused on mastering the concepts of comprehension and verbal

identification, the topic analysis will be the most beneficial in collecting the necessary data. The

topic analysis will help “identifying the facts, concepts and principles needed for instruction”

(77) and identify learner growth. The following task analysis and flow chart will provide a

visual representation of these two concepts.

I served as the subject matter expert (SME). I hold a degree in Early Childhood

Education and have taught Pre-K for 6 years. As a former lead teacher, I am qualified to present

and assess the content that is being taught. I have been trained on the “Bright from the Start”

Pre-K standards which are the basis for this study. As the current media specialist I schedule

weekly interactions with the Pre-K classrooms to reinforce their literacy knowledge. Current

Pre-K teachers, Julia Branch and Beverly Campbell, provided assistance.

Miss Branch has her degree in Child and Family Development. She has been a Pre-K

assistant teacher for 2 years. Mrs. Campbell has taught Pre-K for 42 years. She holds degrees in

Child and Family Development, Early Childhood Education, and Family and Consumer

Sciences. She has taught in the “Bright from the Start” program since its conception. All

teachers have been trained on the “Bright from the Start” Pre-K standards.
Topic Analysis

I. Comprehension

A. Pre-K teachers set up large group read aloud schedules

1. Check for attention

a) Facial expressions

b) Mannerisms

2. Parts of the book

a) Explain a book cover

b) Explain what an author is

c) Explain the purpose of the illustrator

3. Story Analysis

a) Explain the characters in a book

b) Explain the setting of a book

4. Pre-K teachers read age appropriate book out loud

a) During story reinforce the understanding of parts of the book

b) During story reinforce story analysis

B. Pre-K teacher sets up small group reading instruction

1. Read age appropriate book

a) During story reinforce the understanding of parts of the book

b) During story reinforce story analysis

 C. Strategies

1. Large group prompting for correct answers if needed

2. Small group prompting for correct answers if needed

D. Media specialist schedules Pre-K weekly story time

1. Check for attention

a) Facial expressions

b) Mannerisms

2. Media specialist reads age appropriate book to students

a) During story reinforce the understanding of parts of the book

b) During story reinforce story analysis

E. Strategies

1. Prompt for correct answers if needed

II. Identification

A. Pre-K teachers assessing for understanding

1. Age appropriate book

a) Parts of the book are easily identifiable

b) Characters and setting are easily recognized

2. Utilizes assessment matrix developed by teachers

3. Students answer questions to identify parts of the book and story analysis

B. Record accuracy of questions asked aloud

1. Students identify parts of a book

a) Cover

b) Author
 c) Illustrator

2. Students identify parts of a story

a) Characters

b) Setting

3. Accuracy rates goals

a) 90% or better comprehension

(1) Continue to reinforce comprehension

(2) Introduce a higher reading level book

b) Less than 90% comprehension

(1) Use smaller reading passages

(2) Work with students one on one.

Flow Chart: Current to acceptable standard

Student at current comprehension

and identification levels

What is the
understanding rate
of the parts of a
book and story
analysis?

Less than 90% At or greater than

accuracy rate 90%
accuracy rate

Smaller reading passages Student can accurately

identify cover, author,
illustrator, characters and
setting
Yes
Reassess students
Yes

No

Student at acceptable
One on one
accuracy rate
instruction

Reinforce comprehension and

introduce higher reading level
book
Instructional Objectives

Objective 1: Student can identify the character and setting in a story read aloud with at least 90%

accuracy. (Cognitive Domain)

Objective 2: Student is able to describe the function of the author and illustrator of a story read

aloud with at least 90% accuracy. (Cognitive Domain)

Objective 3: Student will be able to locate the title of a story when shown a book cover with at

least 90% accuracy. (Cognitive Domain)

Related Standards:

CLL4.4c Describes activities, experiences, and stories with more detail.

CLL5.4a Prior to reading, uses prior knowledge, story title and pictures to make predictions
about story content.

CLL5.4c Discusses books or stories read aloud and can identify characters and setting in a story.

CLL8.4e Identifies the front, back, top and bottom of a book. Points to the title of familiar books
or stories and where to begin reading a story.

Assessments

Assessment on Objective 1: Student can identify the character and setting in a story read aloud

with at least 90% accuracy.

The student will select a story from the list given on www.storylineonline.net. The student will

listen to the story that is read aloud by a famous actor. The student will then find the paper, and

on the side with the word CHARACTER written across the top. The student will draw a picture

of the main character in the story. Using the same paper the students will draw a picture of the

setting under the word SETTING. The student will then write his/her name on the paper and

then use a device (IPad, IPhone, and IPod) to take a picture of the drawings that they drew. The
teacher will use a rubric to assess the students on the ability to identify the characters from the

story that the students selected. For students who are having difficulty they could video

themselves talking about the characters and setting of the story. They will then upload the video

to the teacher. With students who are having problems with reading comprehension, the students

could read smaller passages.

Student Assessment of Objective 1:

Character Setting

Assessment 1 Matrix for teachers use:

Matrix used by the teacher to check for understanding of story read aloud. The teacher will put a

check if the student is able to correctly identify each item assessed. They will put a x if the

student was unable to correctly identify each item. The teacher is looking for the class to have a

90% accuracy rate.

 Name Able to Identify Able to identify setting Notes:
Characters in story of story
Student 1
Student 2
Student 3
Student 4
Student 5
Student 6
Student7

Assessment on Objective 2: Students will be able to describe the function of the author and

illustrator.

After listening to a story read aloud in a large group setting, the student will answer the questions

created using Google Forms. This assessment would be shared with the students using the

following link: https://goo.gl/forms/9DnJAgt1HmHGACMS2. This formative assessment will

be able to assess the student’s knowledge of what an author and illustrator’s job is. There are

different ways to differentiate this assessment. For the higher level students you could take off

the pictures and just leave the questions and answers. Students who are beginning readers can

have the questions read aloud to them via a video and they can stop and start the video when

moving through the questions. As a teacher you can select the stories that would be read aloud in

class. Those stories could be on different reading levels. By using this google form the teacher

will be able to get the results as the students finish the assessment.

Assessment 2 Matrix for teachers use:

The teacher will put a check if student was able to answer with the correct information and will

put a x if they answered incorrectly. The teacher is looking for the class to have a 90% accuracy

rate.

Student’s Name Can identify authors purpose Can identify illustrators purpose
Student 1
Student 2
Student 3

Assessment on Objective 3: Student will be able to locate the title of a story when shown a book

cover.

Using the IPad students will access the app, Drawing Desk, then click on Doodle Desk to create

a book cover with a title. The book cover needs to be of their own making. It does not need to

be a book that has already been written. When they are done with their cover, they will hit the

export button and send the drawing to the computer. They are also able to export their book and

sent it to an email address also. This type of authentic assessment allows the students to create a

book cover with a title while also assessing the students on their knowledge of where a book title

should be placed. For the higher level students the student could write a short story to go along

with the book placing himself as the author and illustrator on the cover. For students who have

delays they could video themselves with a book pointing to the cover and verbally telling you

where the title is on the book. Using slides 1-6 from

https://www.slideshare.net/millieburch/parts-of-a-book-power-point-for-students the teacher can

reinforce all assessed items from Objectives 1-3.

Assessment 3 Matrix for teacher use

The teacher will put a check mark if the student is able to show understanding of the question

asked. The teacher will put an x if there is no understanding of the question asked. The teacher is

looking for the class to have a 90% accuracy rate.

Student Name Able to identify book Able to correctly Notes

cover identify where title

goes
Student 1
Student 2
Student 3

Content Sequencing and Instructional Strategies

Sequence Description Objective

1 Locate the title of a story when shown the cover 3
2 Describe the function of the author and illustrator of a book. 2
3 Identify the character and setting in a story read aloud. 1

This learning sequence is based on a child’s understanding of the parts of a book and parts of a

story. As readers we are taught to read from the front cover to the back cover. It teaches the

students to look at the book from the front to back, which can sometimes is a standard in some

school systems. The illustrator and author are both found on the cover of a book under the title.

When the students are able to located the title of the book on the cover then can then move to the

next item.

Objective 1: Student can identify the character and setting in a story read aloud with at least 90%

accuracy.

Initial Presentation: The students will watch a video of their teacher reading a children’s book.

The student is encouraged to talk about the story out loud. They could talk about who the story

was about, when it takes place, and where it takes place.

Strategy: Demonstration, practice (Morrison, Ross, Kalman, Kemp, 2013)

Generative Strategy: After listening to a story, the student is given 1 a piece of paper that is

divided in half. The student will draw a picture of the main character in the story on one half and
then on the other half draw a picture of the setting. Each side of the paper will be labeled:

CHARACTER and SETTING

Differentiation: The student could video themselves talking about the story instead of

drawing the picture. The student could also read smaller passages with easy to identify

characters and settings.

Objective 2: Student is able to describe the function of the author and illustrator of a story read

aloud with 90% accuracy.

Initial Presentation: The student will watch a video of the teacher reading a book and talking

about the author and illustrator. The teacher will discuss what would happen if there were no

authors or illustrators.

Strategy: Concepts (Morrison, Ross, Kalman, Kemp, 2013)

Generative Strategy: The students will use a Google form to complete a multiple choice

assignment where they have to answer questions about authors and illustrators.

Differentiation: For higher level students you can take off the pictures that accompany the

questions and just leave the answers. Students who are beginning readers can have the questions

read aloud to them via video so they can stop and start them as they go through the questions.

Objective 3: Students will be able to locate the title of a story when show a book cover with 90%

accuracy.

Initial Presentation: The student listens to the teacher read a book from cover to cover. During

the video the teacher will model, using the book, where you can find different parts of the book.

Then, teacher randomly points at the different parts of the book and asks the students to identify.
 Strategy: Fact (Morrison, Ross, Kalman, Kemp, 2013)

Generative Strategy: Using rehearsal/practice the students will be able to identify the title. The

students will be given different book covers and be instructed to find the title. The student can

be given blank covers and have to manipulate the title to place it in its correct placement.

Differentiation: Give students different covers to use to answer the question.

Teachers can use slides 1-6 from https://www.slideshare.net/millieburch/parts-of-a-book-power-

point-for-students to reinforce all assessed items. The students could design their own cover

putting items in the correct placement. For students who may have some delays they could video

themselves with a book pointing to the cover and verbally telling you where everything is

located.

Instructional Design Summary

Getting Learner’s Attention: Students will watch videos created by the media specialist. These

videos will be a model of story time with the media specialist asking questions and the students

answering them. There will be Smartboard presentations throughout the unit focusing on

different parts of a book and story. Open ended questions will be presented to students over the

various parts of a book and story. While answering the questions, students in the class will be

participating and learning at the same time. Students will take an active part in their learning

with this lesson by being able to select the stories that they would like to hear and/or read.
 Informing Learners of Objectives: The students will use a variety of technology to meet the

objectives set in this unit. The students will be presented the unit objectives at the beginning of

the unit using age and grade appropriate presentation materials. Each day the students will be

given the objective for that day’s activity. Class discussions will benefit the students in their

understanding of how the objectives are related to reach the goal set by the media specialist and

teacher. The students will be given different opportunities to use various types of technology and

graphic organizers to reach the unit objective goals set by the media specialist and teacher.

Activating Prior Knowledge: At the beginning of this unit the students and teacher will work

together to create at KWL chart. The chart will focus on parts of a book and story. As the

students progress through the unit they will frequently go back to the chart and fill in the missing

information. During group reading time the media specialist and/or teacher will continue to ask

questions to the students that pertain to the unit objectives.

Content Delivery: Smartboard presentations will be used to deliver some of the unit content.

Students will be able to access read aloud stories using www.storylineonline.net. Content will

also be delivered by modeling from the media specialist and teacher. Students will be required to

use different forms of technology in completing their assessments.

Activity 1 Goal Objective Differentiation/UDL Assessment Feedback

Students will Introduce All objectives The students will Class created
be presented students to will be understand what is KWL char over
with the unit the content reviewed expected. unit objectives
objectives and how during this
using a the unit activity. The use of
Smartboard will Smartboard during
presentation. progress. instruction
presentation
 Students will have to
activate prior
knowledge as they go
through this unit.
Activity 2 Goal Objective Differentiation/UDL Assessment Feedback
Initial Activate All objectives Use a variety of None
Presentation: student’s will be different books
prior covered
Using a teacher knowledge
made video, of the parts
the student of a book
listens to the and story.
teacher read a
book from
cover to cover.
The teacher
will model,
using the book,
where you can
find different
parts of the
book.
Activity 3 Goal Objective Differentiation/UDL Assessment Feedback
Using Student Objective 3: Give students Student Students are
rehearsal/practi will be able Student will different covers to generated encouraged
ce the students to identify be able to use to answer the verbal to develop
will be able to the title of locate the title question. responses. answers.
identify the the story of a story
title on the and tell when shown a Teachers can use Fill in KWL
cover of a where you book cover. slides 1-6 from chart with any
book. can find it https://www.slideshar new
on the e.net/millieburch/part information
The students cover. s-of-a-book-power- learned.
will be given point-for-students to
different book reinforce all assessed
covers and be items.
instructed to
find the title. The students could
design their own
cover putting items in
the correct
placement.

For students who

may have some
delays they could
 video themselves
with a book pointing
to the cover and
verbally telling you
where everything is
located.

Activity 4 Goal Objective Differentiation/UDL Assessment Feedback

Assess the When Objective 3: Students could write Students will Teacher will
students over given a Student will a short story to go use the provide
Objective 3 book cover be able to with their book cover Drawing Desk individual
student will locate the title they created placing App and the student
be able to of a story themselves as the Ipad to create a feedback
located the when shown a author/illustrator of book cover based on the
title of the book cover. the book with a title. student’s
book. work turned
Students could video in.
themselves with a
book pointing to the
cover and verbally
telling you about the
cover.

Use a slideshow
students could review
the information if
needed.

The student can be

given blank covers
and have to
manipulate the title to
place it in its correct
placement.

Activity 5 Goal Objective Differentiation/UDL Assessment Feedback

Initial Identify the Objective 2: Student can view Student
Presentation role of the Student is video at home to generated
author and able to review. responses.
The student illustrator describe the
will watch a of a story function of Stop and ask/answer Fill in KWL
video of the the author and questions as they go chart with new
teacher reading illustrator of a along with the video. information
a book and story read learned.
talking about aloud
the author and
illustrator. The
teacher will
discuss what
would happen
if there were
no authors or
illustrators.

Activity 6 Goal Objective Differentiation/UDL Assessment Feedback

Generative Identify the Objective 2: Allow student to Student
Strategy: role of the Student is select book. answers to
author and able to questions asked
After reading a illustrator describe the in class.
book the of a story. function of
students will the author and
answer illustrator of a
questions story read
about the aloud.
author and
illustrator.

Activity 7 Goal Objective Differentiation/UDL Assessment Feedback

Assessment on Identify the Objective 2: Students have Google Doc Feedback
Objective 2 role of the Student is questions read aloud created online based on
author and able to via video. questionnaire. student’s
The students illustrator describe the response to
will use a of a story. function of Student/teacher can questionnair
Google form to the author and stop and start the e.
complete a illustrator of a video of story being
multiple choice story read read.
assignment aloud.
where they Different level
have to answer reading stories.
questions
about authors
and illustrators

Activity 8 Goal Objective Differentiation/UDL Assessment Feedback

Initial Correctly Objective 1: Discuss previously Fill in KWL
Presentation identify the Student can read stories and their chart with new
characters identify the characters and information
The students and setting character and settings
will watch a of a story. setting in a
video of their story read Give a simpler
teacher reading aloud. definition of
a children’s character and setting.
book.

Talk about the

story out loud.
Activity 9 Goal Objective Differentiation/UDL Assessment Feedback
Generative Correctly Objective 1: Students video Student
Strategy: identify the Student can themselves talking generated
characters identify the about the story. answers.
After reading a and setting character and
book the of a story. setting in a Students select book
students will story read for teacher to read.
answer aloud.
questions
about the
character and
setting of the
story.

Activity 10 Goal Objective Differentiation/UDL Assessment Feedback

Assessment Correctly Objective 1: Students video Students will Teacher
over Objective identify the Student can themselves talking be given a sheet provides
1 characters identify the about the story of paper that is feedback
and setting character and instead of drawing divided in half. based on the
After listening of a story. setting in a the picture. Character is results of the
to a story, the story read written on one assessment.
student is aloud. Read smaller half and setting
given 1 a piece passages with easy to on the other.
of paper that is identify characters Students will
divided in half. and setting. draw the main
The student character and
will draw a setting on the
picture of the correct half of
main character the paper.
in the story on
one half and
then on the
other half draw
a picture of the
setting. Each
side of the
paper will be
labeled:
CHARACTER
and SETTING.
Formative Evaluation Plan

Expert Review

Beverly Campbell will serve as my expert reviewer for this plan. Beverly has been in the educational

field for 41 years, teaching both Pre-K and high school students. She is currently one of 3 “Bright

from the Start” Pre-K teachers at Bulloch Academy as well as one of the Early Childhood Education

teachers at the school. She has been in this current position for 10 years. Before coming to Bulloch

Academy she founded the Pre-K program at Statesboro High School, where she taught until her

retirement. Beverly will review this plan using the survey guide and provide feedback to me on the

quality of this plan. She will provide feedback on the following areas: content accuracy,

completeness, and usability.

Subject Matter Expert Survey

Content Appropriateness and Accuracy

1. This plan is appropriate for Pre-K low level students?

Strongly disagree Disagree Agree Strongly Agree

2. This plan is appropriate for Pre-K high level students?

Strongly disagree Disagree Agree Strongly Agree

3. This plan covers content standards stated in the state standards?

Strongly disagree Disagree Agree Strongly Agree

4. Are there any other content standards that can be added to this plan? If so, please list

5. Does the content follow the correct sequencing order? If not, how would you change it?
 6. Does the differentiation strategies in the plan meet the needs of the students?

Yes No

7. What are some other learning strategies that can be used with the students?

8. Were there any errors in the plan?

Many Errors Some Errors No Errors

9. Are there any changes that you would make in this learning plan? If so, please list those

changes.

Completeness

10. Were any steps missing that would prohibit the learner from mastering the objective? Please

provide any feedback.

11. Were you able to access all of the web based components? Did the components direct you to

the correct web page? If not, please explain.

Usability and Appeal

12. Would one of your Pre-K students be able to complete this module? Please list any difficulties

the students may encounter.

Yes No

13. Please circle the difficulty level that the Pre-K student may have in submitting the assignments.
 Very Difficult Difficult Easy Very Easy

14. Please circle the participation level that a Pre-K students may show during this learning module.

Rarely Engaged Somewhat Engaged Often Engaged Always Engaged

15. What is your overall thoughts on this learning module?

Small-Group Trail and Reporting

A small group of Pre-K students will participate is this learning module and provide appropriate

feedback. The assessment will help determine if the learning plan is helping students meet the

objectives set in this learning plan. The accuracy rate of 90% is needed so that no revisions will be

needed for the learning plan. Feedback from the students will also help guide revisions and changes

made to the learning plan. Results gathered from the formative evaluations will be summarized and

confirmed by student performance on objective assessments. They will be used to make revisions to

the learning plan and improved the content delivery.

Learner Survey

Circle your answer

1. The online lesson was:

Hard Medium Easy

2. The online lesson was:

Boring Ok Fun

3. Did you like taking the class online?

Yes No

4. Were you able to accesses the websites without problems?

Yes No
5. Did you learning anything from the lesson?

Nothing Something A Lot

6. What was your favorite thing in the lesson?

7. What did you not like about the lesson?

8. How long did it take you to complete the online lesson?

2 Hours 1 Hour 30 Minutes