Product Design & Development II
Instructional Design Plan
I.Learner Profile
Learners are seventh and eighth grade students ages 12-14 who received a Lexile score below the proficient range on the Scholastic Reading Inventory (SRI). These students are all enrolled in a reading intervention class that utilizes the READ 180 program to foster reading growth. Students attend a Title One school in a rural area and the majority are from low-income homes. Over 90% of the students enrolled in the class are black or Hispanic and over 80% of the students are male. These students are apathetic toward reading with the clear majority stating that they hate to read. They typically are unhappy about their placement in the class because they state that they already know how to read and the READ 180 class is taking the place of an elective class.
Several factors negatively impact the reading comprehension ability of these students. In general, students display characteristics of learned helplessness and lack motivation and self-discipline when it comes to academics. Students lack background knowledge and the vocabulary needed to comprehend grade level text. They lack strategies to comprehend text written at higher levels and are highly resistant to reading text that is more than a few paragraphs long. Reading compliance increases when text is high-interest, when text is read aloud to them, and when they are provided opportunities to read aloud.
II.Instructional Content
By the end of the READ 180 course students are expected to have developed the skills to be self-directed learners and to have become confident and proficient readers. It is important that students understand the purpose of READ 180 and how their genuine participation in the program will foster reading growth and how that reading growth will lead to future success in college and career. The majority of the first three weeks of class are spent introducing students to the READ 180 model and the related procedures. Students also learn about setting SMART goals and set personal goals related to their performance in the class. The following essential questions guide my instruction throughout the first three weeks of the school year:
Instructional Goal: Students will set a goal for Lexile growth and explain how the READ 180 Dashboard and the SRI can be used to track growth toward this goal.
Learning Objectives:
Learning Objects:
III. Media Assets
Each asset will be developed and combined into a learning object. The learning objects will be combined into the module. The module will be hosted on Weebly which students will access through a link placed in Google Classroom.
IV.Assessment
Students will complete quick assessments upon completion of each learning object. Upon completion of all three learning objects students will complete a final project.
V.Deployment
The Setting Goals module will be deployed on my class Weebly page. A link to the page will be placed in Google classroom for students. I chose Weebly because it is a platform I am familiar with and I want the module to be available outside of Google classroom. I can create a cleaner look in Weebly reducing distractions to my students. I also want to make sure that the module is available outside of my READ 180 classroom and school district for other READ 180 teachers and personal use. The module will be part of a blended learning pedagogy. READ 180 is already structured on a blended model with three rotations during a 90-minute class. Students will work on the module tasks during one of their rotations each day during the first three weeks of school and will be able to work outside of class if needed.
I.Learner Profile
Learners are seventh and eighth grade students ages 12-14 who received a Lexile score below the proficient range on the Scholastic Reading Inventory (SRI). These students are all enrolled in a reading intervention class that utilizes the READ 180 program to foster reading growth. Students attend a Title One school in a rural area and the majority are from low-income homes. Over 90% of the students enrolled in the class are black or Hispanic and over 80% of the students are male. These students are apathetic toward reading with the clear majority stating that they hate to read. They typically are unhappy about their placement in the class because they state that they already know how to read and the READ 180 class is taking the place of an elective class.
Several factors negatively impact the reading comprehension ability of these students. In general, students display characteristics of learned helplessness and lack motivation and self-discipline when it comes to academics. Students lack background knowledge and the vocabulary needed to comprehend grade level text. They lack strategies to comprehend text written at higher levels and are highly resistant to reading text that is more than a few paragraphs long. Reading compliance increases when text is high-interest, when text is read aloud to them, and when they are provided opportunities to read aloud.
II.Instructional Content
By the end of the READ 180 course students are expected to have developed the skills to be self-directed learners and to have become confident and proficient readers. It is important that students understand the purpose of READ 180 and how their genuine participation in the program will foster reading growth and how that reading growth will lead to future success in college and career. The majority of the first three weeks of class are spent introducing students to the READ 180 model and the related procedures. Students also learn about setting SMART goals and set personal goals related to their performance in the class. The following essential questions guide my instruction throughout the first three weeks of the school year:
- How might I benefit from being able to comprehend text written at higher Lexile levels?
- How can READ 180 help me to comprehend text written at higher Lexile levels?
- How can setting goals help me to improve my Lexile score and become a more confident reader?
- How can the SRI and READ 180 dashboard help me to set and track for my reading growth?
- How can independent group instruction, independent reading and the learning software help me to become a more confident reader?
- Module 1: Goal Setting
- Module 2: Introduction to the READ 180 Software
- Module 3: Introduction to Independent Reading
- Module 4: Introduction to Group Instruction Routines
Instructional Goal: Students will set a goal for Lexile growth and explain how the READ 180 Dashboard and the SRI can be used to track growth toward this goal.
Learning Objectives:
- Students will navigate the READ 180 Dashboard and locate data relevant to reading progress.
- Students will identify four uses for Lexiles and explain how Lexile levels are relevant to success in college and career.
- Students will identify their current Lexile level, their Lexile range, and the Lexile band for their grade level.
- Students will identify four tips for taking the SRI and explain how these tips can help them achieve their best score.
Learning Objects:
- Understanding Lexiles (20 minutes)
- Navigating the READ 180 Dashboard (30 minutes)
- Taking the Scholastic Reading Inventory (20 minutes)
- Final Project (60 minutes)
III. Media Assets
Each asset will be developed and combined into a learning object. The learning objects will be combined into the module. The module will be hosted on Weebly which students will access through a link placed in Google Classroom.
- Understanding Lexiles: This learning object will contain two instructional videos produced using PowerPoint and Camtasia. The first video will explain what a Lexile measure is, and the second video will explain how Lexile measures relate to college and career readiness. Each video will be under 5 minutes in length. The objects will contain audio and video. The hardware needed will include a cell phone, a lavalier mic, and a laptop. The software/apps needed will include Camtasia, PowerPoint, Google Forms, Google Classroom, Weebly and YouTube. The video explaining a Lexile measure has already been produced. The second video will be produced using the same format.
- Navigating the READ 180 Dashboard: This learning object will contain three screencast videos produced using Camtasia. The first video will explain the Home tab, the second video will explain the Reports tab, and the third video will explain My Topics, My Reads, and My Personal Best tabs. Each video will be under 5 minutes in length. The objects will contain audio and video. The hardware needed will include a headset and a laptop. The software/apps needed will include Camtasia, PowerPoint, Google Classroom, READ 180 Demo, Weebly and YouTube. The video explaining the home tab has already been produced. The remaining two videos will be produced using the same format. An interactive assessment will be created using PowerPoint.
- Taking the Scholastic Reading Inventory: This learning object will contain two instructional videos. The first video will be a video available on YouTube that gives an overview of the SRI. The second video will be an instructional animation video that provides tips for taking the SRI. Each video will be under 5 minutes in length. The animation video will contain video only, while the YouTube video will contain audio and video. The hardware needed will include a laptop. The software/apps needed will include Powtoons, Google Forms, Google Classroom, Weebly and YouTube. An existing YouTube, “SRI Testing” will be used to provide the SRI overview. The test-taking tips video has already been produced using PowToons. Google Forms will be used to create an assessment.
- Final Project: Students will be creating a video that provides information about their current Lexile, their Lexile goal and how what they have learned will help them monitor their progress towards the goals. Students will be using PowToons to create the video and will submit the assignment through Google Classroom.
IV.Assessment
Students will complete quick assessments upon completion of each learning object. Upon completion of all three learning objects students will complete a final project.
- Understanding Lexiles: Upon completing the videos, students will access a Google Form and complete short answer questions to check their understanding of Lexiles. Students may refer back to the videos as needed. The responses will be reviewed by the teacher and written feedback will be included when scoring the assessments. If any students demonstrate a lack of understanding of Lexiles, the teacher will conference with them in a small group.
- What 2 things do Lexiles measure?
- Name 2 ways that knowing your Lexile can help you as a reader.
- Name 1 way that knowing your Lexile can help me as your teacher.
- What is the Lexile range for your grade level?
- Explain 2 reasons why you want your Lexile to be within range for your grade level.
- Navigating the READ 180 Dashboard: Upon completing the videos, students will complete an assessment created in PowerPoint. The assessment will be an interactive quiz containing ten multiple choice and true/false questions. Explanatory feedback will be provided following each response. Students will need to log in to the READ 180 Demo and navigate the dashboard to locate the answers for each question.
- Taking the Scholastic Reading Inventory: Upon completing the videos, students will access a Google Form. In the Google Form they will identify four tips that they will apply when taking the SRI and explain how these tips will help them achieve their best score. Upon completion of this learning object and prior to completing the final project, students will take the Scholastic Reading Inventory in order to obtain their current Lexile score.
- Final Project: Students will use Powtoon to create a video that clearly states the Lexile band for their grade level, their current Lexile, their Lexile range, and their Lexile goal for the end of the course. Students will then explain why they chose this goal and how they can use the Dashboard, their knowledge of Lexile measures, and the SRI to monitor their progress toward this goal.
V.Deployment
The Setting Goals module will be deployed on my class Weebly page. A link to the page will be placed in Google classroom for students. I chose Weebly because it is a platform I am familiar with and I want the module to be available outside of Google classroom. I can create a cleaner look in Weebly reducing distractions to my students. I also want to make sure that the module is available outside of my READ 180 classroom and school district for other READ 180 teachers and personal use. The module will be part of a blended learning pedagogy. READ 180 is already structured on a blended model with three rotations during a 90-minute class. Students will work on the module tasks during one of their rotations each day during the first three weeks of school and will be able to work outside of class if needed.
Click on the image below to view Module 1.