Part 1: Introduction of Learning Problem

General Audience
The primary audience consists of 15 students of various achievement levels in a third
grade reading class at Carver Elementary School in the Jefferson County School System.
This group of children is made up of thirteen African American children and two
Hispanic children. Three of the children have been retained in third grade, while four of
the Disorder (ADHD). The students in this sample range in age from 8 to 10 years old.
All but one of the students in this group are identified as economically disadvantaged by
disclosed parent financial information. Because of changes in Georgias testing policies
in recent years, the only students in this group that have participated in state mandated
testing are children have been diagnosed and are on medication for Attention Deficit
Hyperactivity the three retained students. Formative assessments have indicated a
weakness in Oral Reading Fluency with this group.
Problem Identification
The leadership of Jefferson County has led the system through a process of reflective
learning about assessment over the past four years. In this reflection, administrators,
support staff, and teachers have been taught how to create and identify valid assessments
of student learning. This has included the use of formative assessments, standard based
grading and reporting, and when and how to use summative assessments. This change in
the philosophy of assessment has led to a change in the systems beliefs about learning as
well. The focus has shifted significantly from how concepts are taught to and to students
best learn concepts. This emphasis on student learning has led system leadership to
become deeply involved in using data to drive instruction, resulting in the focus on
formative assessments.
In the elementary schools, one of the most telling pieces of data is the DIBELS
assessment that all students take. The DIBELS is a skills assessment that addresses
student strengths in various skills related to reading. The assessment allows teachers the
ability to identify the specific weaknesses of students, and progress monitor as necessary
to track student growth in those areas of weakness. The DIBELS assessment is given
three times during the school year; once at the beginning of the year, at the mid point of
the year, and then again at the end of the year. The progress monitoring piece of the
assessment is given on an ongoing basis throughout the year, with the emphasis of
remedial instruction determined by the most recent assessment.
The problem is not evident in just one assessment. Though these students have yet to
participate in state mandated testing, the Criterion Referenced Competency Test (CRCT),
the system has a number of other assessments in place for early elementary students. At
the end of their second grade year, these students were given the Scholastic Reading
Inventory (SRI) assessment to determine their lexile score, or reading level. The scores of
these students indicate that they are not reading at the same level as the other students in
the third grade.

The data compiled on this group of students indicates that there is a definite weakness in
reading skills with this group of students. Through use of the DIBELS diagnostic data,
this weakness has been narrowed down to a weakness in Oral Reading Fluency (ORF).
The weaknesses demonstrated by these students make them prime candidates for
instruction through the Bookworms reading program. This program will break students
into groups and focus on skills relevant to strengthening their ORF skills. The program
includes small group work, independent work, and the use of technology as a support.
Should students need further support; the use of differentiation boxes will be used.
These boxes include specific skills designed to address specific weaknesses in students
relative to instruction in the program.
Instructional Goals

Students will increase achievement levels as measured by the Oral Reading

Fluency scores.
Students will increase Lexile scores as measured by the Scholastic Reading
Inventory.
Students will meet expectations on the Criterion Reference Competency Test
at the end of their third grade year.

Part II: Learning Analysis

Introduction
The targeted group of learners consists of 15 students of various achievement levels in a
third grade reading class at Carver Elementary School in Wadley, GA. Wadley is located
in the Jefferson County School System. This group of children is made up of thirteen
African American children and two Hispanic children. Three of the children have been
retained in third grade, while four of the children have been diagnosed and are on
medication for Attention Deficit Hyperactivity Disorder (ADHD). Ten of the students are
boys and the remaining 5 are girls. Ten of the students in this group have been identified
as and are served as EIP students. All of the students have attended Carver since pre-K,
meaning that 12 of the students have been at Carver for four years consecutively, and the
three students that have been retained in the third grade have attended Carver for five
years consecutively. The students in this sample range in age from 8 to 10 years old. All
but one of the students in this group are identified as economically disadvantaged by
disclosed parent financial information. Carver participates in a federal program that
allows all students to eat lunch and breakfast free because of the overall rate of free and
reduced lunch applications received at the school. As a result of this program, all of the
students in this group eat lunch and breakfast free. Sixty percent of the students in this
group come from single parents home headed by a mother. Thirty-three percent live in
homes headed by someone other than their biological mother or father, and the remaining
students live in a home in which both parents are present. Because of changes in
Georgias testing policies in recent years that starts Criterion Reference Competency
Testing at the third grade, the only students in this group that have participated in state

mandated testing are the three retained students. Formative assessments have indicated a
weakness in Oral Reading Fluency with this group.
Entry Skills and Prior Knowledge

Ability to recognize basic sight words and read simplified text.

Able to log onto a computer.

Can use a computer to take various assessments.

Have complete letter recognition.

Have master of letter sounds

This information was gathered from the results of the DIBELS assessment first
administration. This assessment was used to determine prior knowledge in each of the
students. In the focus area of Oral Reading Fluency, 0% of the students scored in the
exceeds range, 20% scored in the low proficient range, and 80% scored in the intensive
(or not proficient) range. To ensure that the DIBELS is administered objectively, a
teacher with no connection to the class or the students in the class administers the
assessment. This is the protocol of administration for all students.
Attitudes Toward Content & Academic Motivation
The information pertaining to student attitudes was obtained by the administration of a
simple student survey, and by observing the guidance counselor as she talked to and
informally polled students about the importance of education and reading in particular.
Results showed that students expressed and understood that reading was very important
to their future success. When asked about their reading ability, Thirty percent of students
identified themselves as very good readers, and the remaining 70% identified themselves

as good readers. Not one student identified himself as poor in reading. When asked
whether they enjoyed reading in their spare time, 60% responded with no, while 20%
answered sometimes, and the remaining 20% answered yes.
Educational Ability Levels
Because these students are in third grade, none of them have taken the CRCT except for
the three who were retained in the third grade. Of the three who were able to take the
third grade CRCT last year, not one child scored higher than the meets score of 800 on
the reading section of the assessment. All fifteen of the students have taken the DIBELS
assessment for the current school year. In Oral Reading Fluency, 0% of the students
scored in the exceeds range, 20% scored in the low proficient range, and 80% scored in
the intensive (or not proficient) range. They all participated in the Scholastic Reading
Inventory (SRI) at the end of last year, and though those scores were very low, each of
the students has seen modest growth so far.
General Learning Preferences
According to survey information and teacher commentary, the small group instruction
that the Bookworms program is known for, has proven to be an effective method of
instruction for this group of students. They enjoy read aloud time and time spent on the
computer engaging in activities that are tied to their curriculum.
Attitudes Toward Teachers and School
When students were asked to express how they viewed their teacher, all of the students
responded that they liked their teacher. However, the depth of the like tended to be tied
to whether or not the student was in trouble. When the child was in trouble, their level of
like for the teacher tended to decline. When asked about whether or not they found the

work that the teacher was giving them was helpful to them, they all responded positively.
However, when asked if they enjoyed the work they had to do at school, 60% responded
negatively. In reference to the school, all of the students liked their school. The general
reasoning tended to be because older siblings and, or parents attended Carver and they
liked it. Eighty percent of the students said they would come to school even if no one
made them come because they enjoy coming to school.
Group Characteristics
Carver Elementary School is a Title I school located in the city of Wadley Georgia. The
majority of the students are Africa Americans and economically disadvantage. None of
the students have physical disabilities that would limit participation in activities. Students
appear to lack motivation to reading. Student comprehension is very low due to their
accuracy in fluency.

Part III

The task analysis for this design was done using topical analysis because the audience are
children and only nine to ten years old. The purpose of this design is to help third grade
students use technology to assist in building their fluency which will also aid in
improving their comprehension. The students have basic computer skills and are familiar
in logging into the computer to use the various universal screeners available at school.
The students will learn what fluency is and how practice reading helps to increase their
accuracy in fluency. Students will read with sufficient accuracy and fluency to support
comprehension and apply grade-level phonics and word analysis skills in decoding
words.
Task Analysis Outline
1.0: Read grade level text with 95%-100% accuracy (independent level)
2.0: Read on-level text with purpose and understanding.
2.1 Identifies purpose for reading
3.0: Read on-level prose and poetry orally with accuracy
3.1 Read aloud fluency and comprehension any text that is appropriately
designed for grade level.
4.0: Use Context to confirm or self-correct word recognition and understand,
rereading as necessary.
4.1: Self-corrects with accuracy and speed
4.2: Uses appropriate annunciation, rate, tone, volume and inflection based
text purpose form style and difficulty
4.3: Differentiates reading pace depending upon style form and/or difficulty of
Text

Part IV
Instructional Objectives
Terminal Objective 1: Read with sufficient accuracy and fluency to support
comprehension
Enabling Objective:
1 A. Read grade level text with 95% accuracy (independent level)

Terminal Objective 2: Read on level text with purpose ad understanding

2 A. Identifies purpose for reading (e.g. skimming for information, reading
for enjoyment, rereading to clarify understanding.

Terminal Objective 3: Read on-level prose and poetry orally with accuracy,
appropriate rate, and expression on successive
readings.
Enabling Objective:
3A. Read aloud with fluency and comprehension any text that is
appropriately designed for grade level

Terminal Objective: 4: Use context to confirm or self-correct word

recognition and understanding, re-reading as
necessary.
Enabling Objective:

4A. Self-corrects with accuracy and speed

4B. Uses appropriate annunciation rate, tone, volume and inflection based
text purpose from style and difficulty
4C. Differentiates reading pace depending upon the style form and/or
difficulty of text.

Instructional Objectives and Standards

Instructional Objectives

Content Standards

The student will apply knowledge of

ELACC3RF3: Know and apply gradeletter sound correspondence and spelling level
patterns to decode and read
phonics and word
multisyllabic words
analysis
skills in decoding words.
Recognize, read, and write words
c. Decode multi-syllable
containing regular plurals, irregular
words
plurals, and possessives
d. Read grade-appropriate
irregularly spelled words
Read and spell words containing rELACC3RF4: Read with sufficient
controlled vowels and silent letters
accuracy and fluency to support
comprehension
Read and spell words containing
a. Read on-level text with purpose
irregular vowel patterns
and understanding.
b. Read on-level prose and poetry
Read familiar text with expression
orally with accuracy,
Use self-correction when subsequent
appropriate rate, expression on
reading indicates an earlier misreading
successive readings.
within grade-level text
c. Use context to confirm or selfcorrect word recognition and
Read third-grade text and at
understanding rereading as
appropriate rate
necessary.

Instruction
al
Strategies

Goals

Objectives

UDL

Assessmen
ts

Lesson 1:
The student
will work in
pairs using
letter sound
sheets and
time each
other with a
timer.
Students will
take turns
saying letter
sounds and
timing each
other
attempting to
increase
speed each
round.
Lesson 2:
The student
will use word
parts sheet
and work in
pairs to time
each other
user a timer
and record
correct words
per minute
Lesson 3:
The student
will quickly
learn letter
sound and
word parts in
a card game.
Working in
pairs, student
sit side by
side and
place up to
15 letter
sound and
word cards
face up in a
row. As

Student will
increase
accuracy in
sounds
correct per
minute.

The student
will gain
speed and
accuracy in
recognizing
letter sounds.

The student
have multiple
means of
representatio
n and
multiple
means of
expression.

Peer
Observation

The student
will increase
speed in
accuracy in
word parts.

The student
will gain
speed and
accuracy in
reading word
parts.

The student
have multiple
means of
representatio
n and
multiple
means of
expression.

Teacher and
Peer
Observation

The student
will recognize
letter sounds
and word
parts.

The student
will gain
speed and
accuracy in
recognizing
letter-sounds
and word
parts.

The student
have multiple
means of
representatio
n and
multiple
means of
expression.

Teacher and
Peer
Observation

Teacher
Observation

student one
says a word
correctly,
student two
replaces with
new card.
When time is
up they
reverse roles.
Lesson 4:
The student
will use zip
practice
sheets with
common
prefixes and
suffixes.
Students
working in
pairs will
time each
other in
saying affixes
correctly.
They will
reverse roles.
Lesson 5:
The student
will log into
their Edmodo
account and
complete
fluency
activity

The student
will recognize
prefixes and
suffixes.

The student
will gain
speed and
accuracy in
reading
affixes.

The student
have multiple
means of
representatio
n and
multiple
means of
expression.

Teacher and
Peer
Observation

The student
will increase
accuracy in
fluency and
reading to
support
comprehensio
n.

The student
will read onlevel with
purpose and
understandin
g.

The student
have multiple
means of
representatio
n and
multiple
means of
expression.

Assessment
will be
graded by
fluency timer
on Edmodo.

Lesson 1
Objective:
The student will gain speed and accuracy in recognizing letter-sounds.
Materials
Letter-sound sheets (Activity Master F.001.AM1a - F.001.AM1b)
Some letters have more than one sound (e.g., c, g, s, x, y, and all vowels).
It is suggested that when timing, students say only one sound per letter.
There are two versions of the sheets (i.e., 1 and 2). Students may use either one or
both.
Make two copies of each sheet and laminate.
Sounds correct per minute record (Activity Master F.001.AM2)
Timer (e.g., digital)
Pencils
Vis--Vis markers
Activity
Students take turns identifying sounds of letters in a timed activity.
1. Place two copies of the letter-sound sheets and timer at the center. Provide
each student with a sounds correct per minute record.

2. Taking turns, student one sets the timer for one minute and tells student two to
begin.
3. Student two goes across the page, points to each letter, and says sound of letter
(e.g., points to the letter b, says /b/). Student one follows on his copy and uses a
Vis--Vis marker to draw a line through any letters that are mispronounced. If all
sounds are pronounced, go back to the top and continue until timer goes off.
4. Student two counts number of sounds pronounced correctly and records on his
sounds correct per minute record.
5. Repeat the activity at least two more times attempting to increase speed and
accuracy.
6. Reverse roles.
7. Peer evaluation

Lesson 2
Objective
The student will gain speed and accuracy in reading word parts.
Materials
Word part car slides (Activity Master F.003.AM1)
These consist of the 37 most common rimes and common prefixes and suffixes.
Copy on card stock and laminate.
Cut on dotted lines to thread strips.
Word part strips (Activity Master F.003.AM2a - F.003.AM2b)
Cut and laminate.
Thread the strips in the word part car slides so that word parts show.

Timer (e.g., digital)

Activity
Students quickly read word parts by using a race car slide.
1. Place the word part car slides threaded with strips and the timer at the center.
2. Taking turns, student one sets the timer for one minute and tells student two to
begin.
3. Student two moves the strip through the slide as he reads each word part.
Chooses additional slides with strips and continues reading until the timer goes off.
4. Reverse roles and continue activity attempting to read all slides within one
minute.
5. Peer evaluation
Lesson 3
Objective
The student will gain speed and accuracy in recognizing letter-sounds and word
parts.
Materials
Letter-sound and word part cards (Activity Master F.006.AM1a - F.006.AM1f)
These cards consist of common consonant digraphs, vowel digraphs, diphthongs,
initial blends, and a sampling of syllables.
Some letter combinations have more than one sound (e.g., oo as in foot, boot, floor;
ea as in eat, head, break; ar as in car, dollar; ch as in chin, chorus, chivalry).
It is suggested that students say only one sound per letter combination when doing
this activity.

Activity
Students quickly identify letter-sounds and word parts in a card game.
1. Place letter-sound and word part cards in a stack face down at the center.
2. Working in pairs, students sit side-by-side and place up to 15 letter-sound
and word part cards face up in rows.
3. Student one looks at the cards, says a sound or word part, and counts to five
silently while student two quickly finds, points, and says the sound or word part.
4. If the word part is identified before the count of five, student two picks up the
card. Student two replaces the card with a new letter-sound or word part card.
If the letter-sound or word part card is not identified, student one points to the
card and says another letter-sound or word part.
5. Reverse roles and continue until all cards have been identified.
6. Peer and teacher evaluation
Students will complete fluency comment card for each other.

Card Sample

Fluency Comment Card

Readers Name ______________________ Date ________________

Partners Name ______________________ Page(s) ______________
A) Reader read (too fast, just right, too slow).
B) Reader was (mostly incorrect, so-so, mostly correct) with words.
C) Reader sounded (like a robot, just right, like a chipmunk).
Comments:

Assessment:
Edmodos Read with me app. Student will read with a timer. Miscues will be
analyzed and words read correctly will be scored as words read with accuracy. The
app is made to make it easier to assess students fluency. The app feature:
Fast and accurate calculations of words per minute read, number of errors
Easy to share reports to parents, teachers, and students
Benchmarks tied to National Fluency Norms
Tracks miscues across groups and overtime
Bundled assessments for quick administration
Stop watch and 1 minute count down options
Teacher can add own passages