Running Head: DESIGN PROJECT 1

Instructional Design Project, Part 3

Debbie Edens
Coastal Carolina University
EDIT 700, Section D1
December 6, 2018
DESIGN PROJECT 2

Characteristics of Learners

Performance on
Reading
Student Lexile State
Deficit
Assessments
954 Approaches
JB 3 years
Basic Expectations
914 Does Not Meet
TD 5 years
Basic Expectations
1018 Approaches
AH 1 year
Basic Expectations
907 Does Not Meet
IM 4 years
Basic Expectations
940 Does Not Meet
JS 4 years
Basic Expectations
530
Does Not Meet
NS Below 6 years
Expectations
Basic
1003 Approaches
JV 3 years
Basic Expectations

Instructional Goal Statement

E1-3/E2-3 The student will use word analysis and vocabulary strategies to read

fluently.

Summative Assessments/Evaluations

To assess students’ oral reading fluency, each student will be given a passage written on

his or her instructional level to read aloud. The passages are selected from the “Read 180 Stage

C Resources for Differentiated Instruction #1” provided for the READ 180 program (Scholastic

Inc, 2009).

Evaluation Materials

• Reading passages written on the child’s instructional level (1 copy for the teacher and

1 copy for the student)

• A stopwatch (1)
DESIGN PROJECT 3

• A pencil (1)

• Clipboard (1)

• Oral Fluency Rubric (1)

Evaluation Procedures

• Time

The fluency assessment will be given during the designated class period, which is

from 10:30 to 12:00 daily. Each assessment will take under 5 minutes, so students can be

easily assessed in one class period.

• Place

The fluency assessment will take place in the READ 180 classroom at Cross High

School in Cross, SC.

• Procedures

The teacher will have a copy of the passage on a clipboard and a pencil to make

notes. The student will be instructed to not begin reading until being instructed to do so

by the teacher, to read the passage all the way to the end and to do their best reading. The

teacher will give the passage to the student to read aloud. The teacher will instruct the

student to start reading. The teacher will start the timer when the student reads the first

word.

As the student reads, the teacher will note words that are read incorrectly to assess

the student’s reading accuracy. The teacher will listen to the student’s phrasing to assess

the student’s ability to read in three- or four- word phrases with expression and natural

phrasing. When the student reads the last word, the teacher will stop the timer. The

teacher will calculate the number of words the student read per minute. The teacher will
DESIGN PROJECT 4

complete the oral reading rubric to score the student’s fluency. The student is expected to

earn a 4 out of 6 on the rubric to indicate fluent reading.

• Schedule

Students complete the fluency assessment at the end of each instructional segment

in the READ 180 software. Students work independently in the software at their own

pace. Students are expected to finish a segment every 5-10 days, therefore will have their

fluency assessed every 5-10 days.

• Environment

Since students will be tested individually, students not being tested will be given

an assignment that they can do independently and quietly in a separate area of the

classroom. Students will be tested individually in a corner of the classroom apart from

other students to allow the student to be focused and the teacher to be able to hear the

students while he or she reads.

• Concerns

Many students are uncomfortable reading aloud so may read too quietly to be

heard or too quickly to be understood. Students are encouraged to do their best reading

and to read loudly and clearly. Students chart their performance for each assessment.

The teacher explains that the goal is to improve their performance each time they

complete the assessment. Students are reinforced for putting forth their best effort and

encouraged by charting their progress.

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DESIGN PROJECT 6
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References
Scholastic Inc. (2003). Read180 Stage C RDI 1 Resources for Differentiated Instruction. New
York: Scholastic Inc.