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Design Document
Marie Roberson
Dr. Hodges
Fall 2016
Identification of Learning Problem
Fayetteville, GA. The students range in age from six to eight years old. 68%, or 13 of the
children are African American, 21%, or 4 are Caucasian, and 5%, or 1 is Asian. Fayetteville
Elementary is a Title I school with approximately 53% of the student body qualifying for free or
reduced meal rates. All the students in the classroom attended kindergarten at Fayetteville
Elementary School.
Three times a year my district requires teachers to complete Dibels Next testing in
reading for each student. First graders are tested on nonsense words (correct letter sounds and
whole words read) as well as oral reading fluency. The expectation is that each student will read
sixty-nine words of grade level text in a one minute. This test aided me in determining the
problem area for the above first grade class. The class had 89% of students not meeting the goal
of 69 words per minute for oral reading fluency. This is 17 out of 19 students in the class that
are not reading at a rate of 69 words in one minute. In previous years, between 40-50% were not
meeting the oral reading standards at this point in the school year. This deficiency is based on
county level expectations as well as the Common Core Standards. The Common Core Standard
for fluency is as follows: ELAGSE1RF4: Read with sufficient accuracy and fluency to support
comprehension. a. Read on-level text with purpose and understanding. b. Read on-level text
orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to
My instructional goals
● Students will identify 200 Fry sight words within 3 seconds and read sight word phrases
within 5 seconds.
● Students will read grade level text at a rate of at least 69 words per minute with 90%
accuracy or better.
Learner Analysis
Fayetteville, GA. The students range in age from six to eight years old. 68%, or 13 of the
children are African American, 21%, or 4 are Caucasian, and 5%, or 1 is Asian. There are 4
students who are identified as gifted and are pulled out each Friday for services. There are 3
students who qualified for the Early Intervention Program in reading only. There are 13 students
living in two parent homes and 2 students live in a home with multiple generations. I have 2
students that are tier 3 for behavior and 3 students who are tier 2 in the Response to Intervention
The students in the target audience all attended Fayetteville Elementary as a kindergarten
students, and based on teacher grades, all were promoted to first grade. The teachers used
Georgia Standards of Excellence (GSE) for ELA and math, and Georgia Performance Standards
(GPS) for social studies and science. Students received grades on a scale from 1-4. A 1 is
working below grade level with accommodations, a 2 is working at grade level with
accommodations, a 3 is working at grade level, and a 4 is working above grade level. Grades
were based on benchmark results as well as EIP placement data. Kindergarten teachers give the
Georgia Kindergarten Inventory of Developing Skills (GKIDS) as well as Dibles Next. The
scores are entered into Infinite Campus where all future teachers have access to the scores.
There are no standardized test scores, but based on the tests given at the end of kindergarten,
only 16 percent of the students in the target audience are not working on or above grade-level.
The standards that all students must master before entering first grade for fluency are listed
below:
● Recognize 50 sight words (3 second maximum for each word-Fayette County standard)
● Associate the long and short sounds with the common spellings (graphemes)for the five
major vowels.
● Distinguish between similarly spelled words by identifying the sounds of the letters that
differ.
● Read common high-frequency words by sight. (e.g., the, of, to, you, she, my, is, are, do,
I conducted a survey (happy face, straight face, sad face) to collect data on academic
areas (reading, math, writing) and overall motivation. I found that 63% of the class enjoyed
reading aloud in class (happy face), 16% were neutral (straight face), and 21% did not enjoy
reading aloud (sad face). However, 84% of the class thought of themselves as “good” readers.
The survey also found that students enjoyed when a story was read aloud to them, and only 50%
of them had stories read to them at home. When students take weekly spelling and sight word
checks (both relating to fluency), scores reflect if the student has practice at home through
homework. The survey also found that overall students enjoy school. There was one student
that did not like school, however, 95% circled the happy face when asked how they felt about
coming to school in general. The one student with a negative feeling is on a behavior plan and
has check in/outs as part of the RTI process. Students indicated that they enjoyed working with a
Task Analysis
I conducted a task analysis using a topical and procedural analysis. Information from the
county benchmark Dibels showed students have a deficit in the area of reading fluency.
1.2 Read grade level text with appropriate speed, accuracy, and prosody.
2. Types of words
2.1.1 Sight words are the from the Fry list (0-200 for first grade) that you should
recognize by sight
3. Repeated Readings
3.1.1 Sight word phrases build vocabulary and schema as well as help fluency
fluency.
3.3.1 Grade-level passages are stories that are appropriate in difficulty (length,
vocabulary, comprehension).
3.4.1 Timed repeated readings are done 3-5 times and words per minute are
I, Marie Roberson, will serve as the SME for this instructional plan. I have a Bachelor’s
of Science degree in Social Sciences, with a minor in History. I completed a Teacher Alternative
Preparation Program (TAPP) through Clayton County Public Schools (CCPS). I taught 2nd grade
in CCPS for three years, 2nd grade at Fayetteville Elementary for one year, as well as 1st grade for
seven years. My primary qualification to serve as the SME is the fact that I know the standards
thoroughly, as well as the target audience. I have taught fluency in both 2nd grade as well as
first grade, attended two Reading First conferences as well as several county level literacy
● Given the 200 Fry word list, students will identify each word within 3 seconds and will
also demonstrate sight word knowledge by reading sight word phrase cards within 5
seconds.
● Students will transfer the phonics and other strategies learned to decode unfamiliar words
in their reading.
● Given a first grade reading passage, students will read text at a rate of at least 69 words
Classification of objectives
Content Performance
Recall Application
Fact 1
Concept 2
Procedure 4
Interpersonal
Attitude
Assessments
Lesson 1: What is Fluency?
Objective: Define reading fluency and have a clear understanding of why it is important by
Differentiation: Through google classroom students will log on and take a quiz on google docs.
Students will have the ability to have the words read to them, through adaptive technology. A
free response will be added after each question for high achieving students to add reasons to
Rubric
a. Playing games
c. Chapter books
3. Do you want to read as fast as you can and make many mistakes?
a. Yes
b. No
a. play
b. read
c. talk
Below is a picture from the google form students will take. This test was created using ideas
from the pre-test at reading rockets (Fluency). The PowerPoint that will be housed in Google
Classroom is also shown below in a screen shot. The entire PowerPoint has teacher recorded
narration.
Lesson 2: Sight Words
Objective: 2. Given the 200 Fry word list, students will identify each word within 3 seconds and
will also demonstrate sight word knowledge by reading sight word phrase cards within 5
seconds.
Differentiation: Students will start at different levels based on a pretest give at the beginning of
the year by the teacher. Some students may be able to skip the assessment altogether if they
know 200 words, or others may start at 100 instead of starting at 1-24 section.
6 Reads ALL 200 Fry sight words, each word within 3 seconds
Assessment
Students will take sight word assessment through Raz-Kids Plus subscription. The first
picture on the left is a screenshot of the sight word assessment(s) students will take after
completing the assigned work. The lessons will focus on identification of sight words, through a
PowerPoint. The PowerPoint, second picture, has narration however the narration starts after
three seconds to give the student time to identify the word first. Students are also exposed to
sight word phrases at the end of the PowerPoint. There is also a delay in the narration to give
students a chance to identify the phrase. The differentiation for this lesson is that each student
begins where the teacher places them. Some students may need to start at sight word 1, while
others can go straight to sight word 50. The PowerPoints and the assessments are divided go
Goal: Students will identify nonsense words and phonemic unfamiliar words within 5 seconds.
Objective: Students will transfer the phonics and other strategies learned to decode unfamiliar
Assessment: 1-Students will take a nonsense word/real word sort on google docs.
2-Students will take county phonics assessment. They will use the record feature in ppt and
record their voices based on the words that presented on the screen.
Differentiation: Students will have the option to have narration for assessment 1, but not for
assessment 2.
Assessment 1 Rubric
(80-90%).
Assessment 1
Students will complete google document shown below. They will complete this step
after viewing narrated PowerPoint on nonsense words. This will determine if they are ready to
move to the next section of the lesson phonics skills. The document will be in Google Classroom
and students will make a copy and it will be save to their google drive which will them be shared
Assessment 2 Rubric
Assessment 2
Students will complete a PowerPoint called the phonics inventory created by the county
based on the phonics skills taught in each first grade classroom. The students will save a copy to
their google drive and like the previous assessments, record their voice on each slide for teacher
to review.
Goal: Student will be read a first grade reading passage with appropriate fluency.
Objective: 4. Students will read at a rate of at least 69 words per minute with 90% accuracy or
better.
Differentiation: Students are taught to record in technology, however there can be a visual slide
(and narration) housed in google classroom to walk students through the recording process. To
Students will record passage for teacher to listen to and score from ppt that is shared as a google
slide. For students that need a challenge, there will be a separate lesson based on the passage that
asks students to create a picture summary through ppt (again taught through technology class).
Rubric
1 2 3 4
Fluency (wpm)
Assessment
Below is a Dibels (Good, Kaminski, & Dill) reading passage that each student will get on
a Powerpoint slide. After going through the repeated reading instruction the students will read
this passage once, record it, and share it with their teacher.
Dad and I took a hike in the woods. We walked for a long time and stopped to take a rest. We sat
down on a log and had a drink of water. A big hill was nearby. Dad said, “Look, there’s an ant
hill.” I walked up to the hill and took a closer peek. At first it looked just like a dirt hill. Then I
noticed a few ants running around. I looked closer. I saw little ants carrying pieces of mushroom.
The pieces were almost as big as the ants. “What are they doing, Dad?” I asked. “They’re taking
food inside the hill. They probably have thousands of ants to feed inside.” Dad said, “Watch
this.” He gently poked a twig into a small hole on the hill. All of a sudden, many ants came out.
“The ants are on alert, trying to protect their hill,” he said. I bent down to look closer. Some ants
climbed on my shoes. “We should leave now,” Dad said. Dad and I walked and walked until we
were home. Now whenever I see one ant, I stop and think about the city of ants they might be
the phrases.
has increased.
The sequence of the lessons begins with allowing students to focus the meaning of
fluency and the importance of fluency in regards to comprehension. Next the students will be
introduced to the Fry sight words lessons because between 60-75% of the text they read in grades
K-2 are sight words. If students can master the sight words, they will be more confident in their
reading and then move to the next lesson of phonics strategies. Once the phonics strategies for
first grade are introduced, they will then read a grade level text and record themselves to see if
Objective 1-Define reading fluency and have a clear understanding of why it is important.
Initial Instruction-The lesson will begin with students viewing a teacher created PowerPoint
presentation. The presentation reminds students of the definition of fluency and the overall goal,
which is to have fluency for comprehension. After the students have viewed the PowerPoint
they will watch a YouTube video of a student reading. Each time the student reads there is a
presentation/game and click the appropriate thumbs up or thumbs down to if the person reading
is a fluent reader, or not a fluent reader (Morrison, Ross, Kalman, & Kemp p. 145).
Differentiation- The lesson will have narration for the PowerPoints that can be clicked on, or the
Objective 2-Given the 200 Fry word list, students will identify each word within 3 seconds and
will also demonstrate sight word knowledge by reading sight word phrase cards within 5
seconds.
Initial Instruction-The students will begin the lesson with a PowerPoint that has timing rehearsed
to say the word after 3 seconds. The 3 second delay allows for students to attempt the word
before the word is given. The students will practice the assigned PowerPoint, based on teacher
placement, and then be allowed to go to spellingcity.com. This site will be linked in Google
Classroom and students will use their log in to log on and practice the sight words list given by
the teacher. The sight word lists are broken up into sets of tens, so placement will likely be at 1
unless students have a stronger sight word vocabulary. Students will then have the options teach
me, play a game, flashcards, and vocabulary test. The students will pick the flash cards and then
the games. This gives students a chance to reinforce just 10 sight words and focus only on those
Generative Strategy-Rehearsal/practice of the 200 Fry words. Students would practice the
PowerPoint in the lesson to get the sight words within seconds (Morrison, Ross, Kalman, &
Kemp p.143).
Differentiation-Students have the ability to hear and read all the PowerPoint presentations. They
can also pick their starting point (1-10, 11-20, etc) to have a rote practice of the sight words. The
Objective 3-Students will transfer the phonics and other strategies learned to decode unfamiliar
Initial Instruction-Students will watch the phonics YouTube video in segments (cutting the video
after a few letter sound introductions). Each day students will see a phonics video and then also
complete a nonsense word PowerPoint. The nonsense word PowerPoint gives a three second
pause to allow students to read the “whole word” before the word is read to them.
Generative Strategy- Students will decode several words on a game. The game will give a word
and then they have to click nonsense or real word. Then if the word is real they will create a
sentence using the real word. Students can also have a word sort based on the sound they hear in
the words (long a, aw, ie, etc). They place the word under the correct heading based on the
Differentiation- Students have the presentation given in various forms, using pictures, words, and
videos. When students create the sentences, there can be a word bank for students to have as
well as extra space if students want to create a story using several words instead of just using one
word.
Objective 4-Given a first grade reading passage, students will read text at a rate of at least 69
Initial Instruction- Students will read have a cold read based on a grade level passage. They will
record themselves reading the passage for later use. Then students will have that same passage
read to them while they follow along. After being read to, the student reads the passage with the
Generative Strategy-After recording the cold read and the final read, students will compare their
voices and judge if it is a fluent read or not a fluent read. Then they will type in a blog format
(audio will be recorded for the teacher to hear) why they characterized their reading the way they
did.
successful with the appropriate grade level text, the text could be remediated and more repetition
Lesson 1: ● Students will Define reading The lesson will Through google
What is Fluency? define fluency fluency and have have narration classroom students
Gain Attention: A and know why a clear for the will log on and
on what fluency is, and to reading. why it is can be clicked google docs based
PowerPoint in kid
friendly terms.
Content Delivery:
PowerPoint presentation
that defines fluency as
a YouTube video of a
not fluent.
Lesson 2: ● Students will Given the 200 Students have Students will take
Sight Words identify 200 Fry word list, the ability to a sight word
Gain Attention: Student Fry sight students will hear and read all assessment
will watch a quick sight words to help identify each the PowerPoint through Raz-Kids
word rap to get them improve word within 3 presentations. Plus subscription.
excited about sight overall seconds and will They can also
the lesson.
Activate Prior
watch phonetic videos words and real other strategies forms, using nonsense word/real
that cover first grade words learned to pictures, words, word sort through
phonic skills, as well as a ● Student will decode and videos. google docs.
practice nonsense words. skills to decode in their reading. create the Students will take
create a story
using several
words instead of
word.
Lesson 4: ● Student will be Given a first Reading level Students will read
Putting it all together read a first grade reading can be varied to a Dibels (Good,
The students will use all grade reading passage, students support student Kaminski, & Dill)
the above lessons to read passage with will read text at a success. If a reading passage
a passage to see if their appropriate rate of at least 69 students is not that each student
fluency has increased. fluency. words per minute successful with will get on a
it with their
teacher.
In this module I was the SME, however for the formative assessment I have asked
Michelle Castillo to review the module. Michelle serves as the Instructional Support Teacher for
ELA for our county. She has previously taught grades 2-5 and now works under the ELA
coordinator training teachers K-5 in all areas of reading and language arts. She is a wonderful
resource that I use on a daily basis. I know her feedback will be thorough and helpful which will
create a more useful learning module. Below is a copy of the survey Ms. Castillo will complete.
I chose a short answer so Ms. Castillo could expand on her answers when needed.
1. How was the sequence of the module? Would you change the sequence, if so please
explain?
3. Is the time given appropriate within each lesson? If no, please explain.
Completeness
1. Were objectives 1-4 met? If no, please list the objective(s) not met.
3. Do you feel as though all lessons should be included? If so, please explain.
2. Did the graphics and layout add to the instruction? If so, please explain.
explain.
After completing the online module the learners will also complete a survey (sad face,
straight face, happy face) using google forms. The form will also have “other” as a choice that
students or the SME could add any notes if they are able. I may need to also ask assistance with
this form and will ask Regina Yeargin, an informational technology specialist, to be a SME in
the area of technology (graphics, google classroom, google forms, etc.). The information in the
survey will help me to gauge if any revisions need to be made from the student perspective. I
believe adults can view the module multiple times, however students can give us feedback
through their eyes to help improve the instruction that adult eyes do not necessarily see. Below
is a screenshot the survey on Google forms and then the survey questions are below the pictures.
1. How long did it take you to complete the lessons? (only two choices on this question, pictured
above)
2. Do you know what fluency is now? (happy face, straight face, frowny face pictured above).
5. Do you feel like your fluency got better than when you first started?
10. How could I make this fluency unit better? (This is an open-ended questions for students to
http://www.readingrockets.org/teaching/reading101-course/modules/fluency/fluency-pre-test
Good, R. H., & Kaminski, R. A. , & Dill, S. (2007). DIBELS Oral Reading Fluency. In
R. H. Good & R. A. Kaminski (Eds.), Dynamic Indicators of Basic Early Literacy Skills (6th
ed.). Eugene, OR: Institute for the Development of Educational Achievement. Available:
http://dibels.uoregon.edu/
Morrison, G.R, Ross, S.M., Kalman, H.K., & Kemp, J.E. (2012). Designing Effective