FRIT 7231 Instruction Design

Design Document

Danielle Maynard

Dr. Purcell
Spring 2019

Identification of a Learning Problem

The target audience will be Richmond County high school students. The problem is that

Richmond County’s amount of high school students reading below grade level is higher than the
Georgia state average according to Spring 2018 Georgia Milestones End-of-Course Assessment.

This means that a significant amount of Richmond County high schoolers, mostly in low income

areas, are reading below grade level. A strategy would be to get these students to the grade level

that they need to be at by engaging them in enjoyable reading activities.Get students engaged by

getting them to read about topics online that they care about and have them do a report or project

on their topic. Making the topic more fun will help the students see that reading is not as bad or

as boring as they would seem to think. Literacy has been described as the foundation of

education, and students who have not nurtured their reading are doomed to fail in the real world.

The percentage of Richmond County high schoolers reading below grade level is 45.31%

compared to the Georgia state average of 20.6% Ideally, we would like to get that number to 0%

and having every student reading at their grade level. The goal of my instruction will be to get

their percentage to be 30% instead of 45.31%.

Learner Analysis

My target audience is Richmond County high schoolers.General learner characteristics are as

follows: their ages would be 14-18, and 74% are black students with 49% male and 51% female,

and 11.3% have a disability. The four year graduation rate is 77% and the College and Career

Ready Performance Index score is 63.1. The percentage of economically disadvantaged high

schoolers is 99.6%. Also according to the Georgia Department of Education, their English

Language Arts scores are not improving even though they are improving in Social Studies and

Science. Some entry characteristics would be that the majority of the students speak English with

only 1.1% being English learners. High schoolers are obsessed with the internet, and mostly use
YouTube and Snapchat. They value using social media to connect with family and friends.

Majority of teens also play some type of video games whether it be on a console or on their

phone. I would think to use about twenty 9th graders as my target audience because they are just

entering high school and are on track to get ready for college. I do not work at a school.

Therefore, I do not have a specific class of students at the moment that I can work on.

Task Analysis

I created a topic analysis to describe the content that will be used to solve the problem of

students reading below their grade level and to help flesh out what the content contains. Since I

do not work in a school, I do not have an SME readily available. Therefore, I did some research

to help me understand what would be need to accomplish my goal. I found a couple of articles

that outline the importance of reading comprehension, and this is what my topic analysis is going

to be based on.

I. Reading Comprehension

A. Comprehension of Text

1. While reading text, identify unknown words

a) Identify and confusing grammar or confusing punctuation.

2. Use context clues to determine the meaning of the word

3. Look up definition to compare against your own definition

4. Use word in your own to show your understanding of the word.

B. Visualize and organize the main idea

 1. Create an outline in order to better understand the material by breaking it

down into the main idea and its supporting details.

C. Question the text

1. Think about what is being read while reading text to determine if text is

being understood.

2. Identify confusing parts

3. Reread the text

4. Discuss with peers or teacher in a discussion board online if feature is

available.

D. Create summary

1. Identify main idea

2. Narrow down important information relevant to main idea while cutting

out unnecessary information.

3. Make sure to rely back the information in your own words.

Reference

McEwan, E. K. (2007, October 23). All About Adolescent Literacy. Retrieved February 15,

2019, from ​http://www.adlit.org/article/19844/

Moats, L. (2002). When Older Students Can't Read. Retrieved February 15, 2019, from

http://www.ldonline.org/article/8025

Instructional Objectives

Objective #1:​ Students will display their comprehension of the text by answering questions about

the text by using textual evidence to support their answers with 90% accuracy. (Cognitive

Domain)

Objective #2:​ Students will be able to identify and analyze the main idea of the text and write a

summary of the text in their own words with 90% accuracy. (Cognitive Domain)

Related Standards:

Objective #1:​ ELAGSE9-10RI1: Cite strong and thorough textual evidence to support analysis of

what the text says explicitly as well as inferences drawn from the text.

Objective #2:​ ELAGSE9-10RI2: Determine a central idea of a text and analyze its development

over the course of the text, including how it emerges and is shaped and refined by specific

details; provide an objective summary of the text.

Assessment

Assessment on Objective 1:​ ​Students will display their comprehension of the text by answering

questions about the text by using textual evidence to support their answers with 90% accuracy.
Students will be asked to complete a reading that is provided for them, Then they will answer a

discussion question based on the text, and should be able to support their answer by referencing

the text.. Students will be given varying levels of text to see what level they are reading at. For

example, start out with a text that has a lower reading level such as 6th grade and work their way

up to 9th grade. Text and question was retrieved from k12Reader.com

Example 9th grade level Text and Question:

Teacher Rubric

Assessment on Objective 2:​ ​Students will be able to identify and analyze the main idea of the

text and write a summary of the text in their own words with 90% accuracy.

Students will be asked to complete a reading that is provided for them and answer a discussion

question based on the text. Students should be able to support their answer by using the text.

Students will be given varying levels of text to see where their reading level is at. For example,

start out with a text that has a lower reading level such as 6th grade and work their way up to 9th

grade. Text and question was retrieved from k12Reader.com

Example of 6th grade Main Idea text and questions:

Teacher Rubric
Reference

Setting the Scene: Great Expectations | 9th - 10th Grade Reading Comprehension Worksheets.

(2012).

Retrieved March 15, 2019, from

https://www.k12reader.com/worksheet/setting-the-scene-great-expectations/

Middle School Main Idea Worksheet About The Legend of Sleepy Hollow. (2012).

Retrieved March 15, 2019, from

https://www.k12reader.com/worksheet/find-the-main-idea-the-legend-of-sleepy-hollow/

Content Sequencing and Instructional Strategies

Sequence Description Objective

1 Students will display their comprehension of the text by answering 1

questions about the text by using textual evidence to support their

answers with 90% accuracy.

2 Students will be able to identify and analyze the main idea of the 2

text and write a summary of the text in their own words with 90%

accuracy.

The sequences described above are in the order of the steps the students will use to demonstrate

their reading comprehension. In objective 1, reading comprehension will be measured by how

well they can answer the questions after reading the provided materials. They will use the text in

order to support their answers to show that they can correctly read and understand the text.. They

should then be able to use what they have analyzed to find the main idea and describe it in their

own words as described in objective 2 to display their comprehension of said text.

Objective 1:​ Students will display their comprehension of the text by answering questions about

the text by using textual evidence to support their answers with 90% accuracy.

Initial Presentation:​ The students will watch a video on how reading comprehension works. The

narrator will read a short passage and answer questions about that passage. They will

demonstrate how they took textual evidence from the passage to answer the questions.

Strategy:​ RULEG ( Morrison, Ross, Kalman Kemp, 2013)

Differentiation​: There will be a few different examples ranging in difficulty to show a

progression of below reading level material to reading level material.

Generative Strategy:​ The narrator will read a passage and the students will answer the questions

given. The narrator will then provide feedback to their answers.

Strategy:​ Recall, Integration (Morrison, Ross, Kalman Kemp, 2013)

Differentiation:​ Students may use quotes directly from text to help answer the questions,

and they may also write their answers in outline form to best relate their answers to the text

depending on the question given.

Objective 2:​ Students will be able to identify and analyze the main idea of the text and write a

summary of the text in their own words with 90% accuracy.

Initial Presentation:​ The students will watch a video on how to identify the main idea of a

passage. The narrator will read a passage and point out the ways to find the main idea. They will

do this by demonstrating different ways to use context clues throughout the passage. The narrator

will then demonstrate how a summary can be derived from the basic information given.

Strategy:​ RULEG ( Morrison, Ross, Kalman Kemp, 2013)

Differentiation:​ There will be a few different examples ranging in difficulty to show a

progression of below reading level to reading level material.

Generative Strategy: ​ The narrator will read a passage and the students will find the main idea

while displaying their ability to find the supporting details. They will then write a summary using

their own words.

Strategy:​ Organization, Elaboration (Morrison, Ross, Kalman Kemp, 2013)

Differentiation:​ Students can look up words that they do not understand to help them

grasp the main idea better. They also have the option to create an outline of the text before

writing a formal summary.

Instructional Design Summary

Getting Learner’s Attention: ​ Students will be shown different types of passages to get them

interested in reading. These passages will help them hone their reading comprehension skills by

enabling them to answer questions and otherwise be engaged with the reading material.

Introduction videos will help them to see what is expected of them.Therefore, they know what

they will need to do in order to succeed.

Informing Learners of Objectives:​ Videos will be used to introduce the students to the objectives

by laying them out and providing examples to follow. They can use these examples as templates

for their own work. They will be graphics used to help demonstrate the objectives.

Activating Prior Knowledge:​ This course will help reactivate what the students should have

already learned by 9th grade. It will help them not be embarrassed about looking up words they

cannot understand. These strategies will be reiterated, and expand on what they already know. It

will also help them find new ways to look at reading.

Content Delivery:​ I am going to use Edmodo.com to issue assignments through. It allows you to

post links and documents which will contain videos and assigned readings.

Activity 1 Goal Relevant Differentiation Assessment Feedback

Objective /UDL

Pre Show N/A Show different N/A N/A

Instructional students what strategies in the
Strategy: the course is different
about so that examples.
Students will they know
watch an what to
overview expect.
video of the
course. The
overview will
include
objectives
and examples
of material.

Activity 2 Goal Relevant Differentiation Assessment Feedback

Objective /UDL

Initial The goal is the Objective 1: There will be a N/A N/A

Instruction: show the Students will few different
 students how display their examples
The students reading comprehensio ranging in
will watch a comprehension n of the text difficulty to
video on how works, and by answering show a
reading strategies for questions progression of
comprehensio understanding about the text below reading
n works. The the text they by using level material to
narrator will have read. textual reading level
read a short evidence to material.
passage and support their
answer answers with
questions 90% accuracy.
about that
passage.

Activity 3 Goal Relevant Differentiation Assessment Feedback

Objective /UDL

Generative The student Objective 1: Students may Students Students

Strategy: will Students will use quotes complete will be
demonstrate display their directly from questions. given
The narrator their comprehensio text to help feedback
will read a knowledge of n of the text answer the on
passage and reading by answering questions, and whether
the students comprehension questions they may also the
will answer by trying about the text write their answers
the questions questions of by using answers in are correct
given. The their own. textual outline form to or
narrator will evidence to best relate their incorrect
then provide support their answers to the and the
feedback to answers with text depending reasoning
their answers. 90% accuracy. on the question behind the
given. narrator's
decision.

Activity 4 Goal Relevant Differentiation Assessment Feedback

Objective /UDL

Assessment Students will Objective 1: Students will be Students Students

Objective 1 be able to Students will given a series of will read the will be
 complete display their reading passages graded on
Objective 1. comprehensio passages with and answer accuracy
n of the text different the of answer
by answering reading levels. questions on and given
questions those feedback
about the text passages. on
by using incorrect
textual answers.
evidence to
support their
answers with
90% accuracy.

Activity 5 Goal Relevant Differentiation Assessment Feedback

Objective /UDL

Initial Students will Objective 2: There will be a N/A N/A

Presentation: learn how to Students will few different
find the main be able to examples
The students idea of a identify and ranging in
will watch a passage and analyze the difficulty to
video on how how to main idea of show a
to identify the summarize a the text and progression of
main idea of passage. write a below reading
a passage. summary of level to reading
The narrator the text in level material.
will read a their own
passage and words with
point out the 90% accuracy.
ways to find
the main
idea.

Activity 6 Goal Relevant Differentiation Assessment Feedback

Objective /UDL

Generative Students will Objective 2: Students can Student will The

Strategy: demonstrate Students will look up words identify students
their be able to that they do not main idea will be
knowledge of identify and understand to and given
 The narrator finding the analyze the help them grasp summarize feedback
will read a main idea and main idea of the main idea the passage on how
passage and summarizing a the text and better. They using their their
the students passage on write a also have the own words. answer is
will find the their own. summary of option to create correct or
main idea the text in an outline of the incorrect.
while their own text before
displaying words with writing a formal
their ability 90% accuracy. summary.
to find the
supporting
details. They
will then
write a
summary
using their
own words.

Activity 7 Goal Relevant Differentiation Assessment Feedback

Objective /UDL

Assessment Students will Objective 2: Students will be Students Students

of Objective be able to Students will given a series of will read will be
2 accurately be able to reading passages, graded on
demonstrate identify and passages with and accuracy
Objective 2. analyze the different demonstrate of answer
main idea of reading levels. finding the and given
the text and main idea feedback
write a and writing on
summary of a summary incorrect
the text in in their own answers.
their own words.
words with
90% accuracy.

Formative Evaluation Plan

The formative evaluation will be used to test the effectiveness of the program design by getting

feedback from a subject matter expert and students. The feedback will be in the form of a small
group trial, SME review and a learner survey. These three activities will help spell out the

strengths and weaknesses of the program, as well as content appropriateness and accuracy,

completeness, and usability and appeal.

Expert Review

Since I do not work in a school, I will have to reach out to people I know in the community.

Luckily, I work at the a theatre that is full of current and retired teachers. The subject matter

expert that I have chosen currently work in the same district as my target audience. Her name is

Margie Mosner, and she has been a teacher for over 20 years. She will be able to help me

evaluate the effectiveness of the program and give good feedback to help the program reach its

objectives.

Subject Matter Expert Survey

Content Appropriateness and Accuracy

1.The content of the program was appropriate for 9th graders who have a low reading level.

Strongly disagree Disagree Agree Strongly Agree

2. The content of the program was appropriate for 9th graders who have a high reading level.

Strongly disagree Disagree Agree Strongly Agree

3. Were there any mistakes that need to be fixed? If yes, please describe below.

______________________________________________________________________________

______________________________________________________________________________

4. Is there anything that needs to be added in order for the content to be more appropriate for the

students? If yes, please describe below.

______________________________________________________________________________

______________________________________________________________________________

5. Learning objectives are clear and measurable.

Strongly disagree Disagree Agree Strongly Agree

6. Assessment accurately measured the learning objectives

Strongly disagree Disagree Agree Strongly Agree

Completeness

1.Modules were complete and had all components described.

Strongly disagree Disagree Agree Strongly Agree

2. All links and videos worked correctly.

Strongly disagree Disagree Agree Strongly Agree

3. If any content was missing or not working, please describe below.

______________________________________________________________________________

______________________________________________________________________________

Usability and Appeal

1.Website is usable and easy to navigate for a 9th grader.

Strongly disagree Disagree Agree Strongly Agree

2. Learning modules will be engaging and interesting for a 9th grader.

Strongly disagree Disagree Agree Strongly Agree

3. Do you think the program will be effective? Yes or No

Test Audience

A small group of 9th graders will be chosen to provide feedback for this program. They will

complete the modules and the assessments to determine the effectiveness of the program. 75%

of students will need to correctly complete the module to determine if the program is effective or

not. If the percentage of students accuracy is lower than 75%, then the program will be

re-evaluated to better meet the needs of the students.

Learner Survey

1.The reading material was interesting and you enjoyed reading it.

Strongly disagree Disagree Agree Strongly Agree

2. The online course was easy to use.

Strongly disagree Disagree Agree Strongly Agree

3. Did this course help you better understand reading comprehension? Please explain.

______________________________________________________________________________

______________________________________________________________________________

4. Did this course make you want to read more? Please Explain

______________________________________________________________________________

______________________________________________________________________________

5.Which part of the course was your least favorite?

______________________________________________________________________________

______________________________________________________________________________

6. Which part of this course did you enjoy the most?

______________________________________________________________________________

______________________________________________________________________________

7. How long did it take for you to complete the module?

Less than a day 1 day 2 days +3 days